Criteria and levels of pedagogical culture. Professional culture of a teacher: essence, functions, evaluation criteria. Respect for the personality of the student

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

Objective Criteria determine how the teacher meets the requirements of the chosen profession. The category of objective criteria includes high labor productivity, quantity and quality, reliability of the product of labor, achievement of a certain status in the profession, the ability to solve various problems of training and education.

Subjective Criteria: how the profession of a teacher meets the requirements of a person, his motives, inclinations, how satisfied a person is with work in this profession, a stable professional and pedagogical orientation, an understanding of the value bases of the profession, a set of necessary professional and psychological qualities of a person, etc.

Performance Criteria: whether the teacher achieves the results desired by society today in pedagogical work. The priority results of the teacher's work are qualitative changes, shifts, "increments" in the mental (mental and personal) development of students. The teacher needs to know the indicators of the development of schoolchildren, be able to diagnose their current and potential level, the zone of proximal development and self-development of students, etc.

Procedural criteria: whether the teacher uses socially acceptable methods, techniques and technologies to achieve their results. Great importance has how the teacher worked, what professional knowledge and skills he used, personal psychological qualities (pedagogical thinking, pedagogical sympathy), what is the psychological price of the result in the form of the effort and time spent by the student and teacher, etc.

Regulatory Criteria: whether the teacher has mastered the norms, rules of the chosen profession and whether he is able to reproduce its high standards at the level of skill. Norm Ownership professional activity and communication, developed in science and tested in practice.

Individual Variable Criteria are manifested in a person's desire to individualize his work, to fulfill his needs in it, to show his originality in it, to develop himself by means of the profession. Pedagogical individuality, as a rule, develops as a result of hard work on oneself, the ability to diagnose oneself, to determine one's strengths and weaknesses from the point of view of the mental development of schoolchildren.

Cash Level Criteria: whether the teacher has reached a sufficiently high level of professionalism. The teacher has a current, current level and personal resources for professional development.

Prognostic criteria: whether the specialist has job prospects, his zone of proximal development, whether he is ready to accept the professional experience of other people, whether he shows professional openness.

Creative criteria: whether the teacher seeks to go beyond the boundaries of his profession, transform her experience, enrich her with his personal creative contribution. The compatibility of professional openness, learning ability and independence of creative searches is important for pedagogical professionalism.

Criteria for social activity and competitiveness: whether the teacher is able to interest society in the results of his work, to enter into competitive relations in the market of educational services.

Professional Commitment Criteria: whether the teacher knows how to respect the honor and dignity of the teaching profession. Lack of isolation, corporatism, opposing the teaching profession to others.

Levels of professional development pedagogical culture:

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

reproductive level implies a tendency to a stable value attitude to pedagogical reality: the teacher appreciates the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relations between the participants in the pedagogical process, he has a higher index of satisfaction with pedagogical activity. At this level of development of professional and pedagogical culture, the teacher successfully solves constructive and prognostic tasks that involve goal-setting and planning of professional actions. Creative activity is limited to productive activity, but there are already elements of the search for new solutions in standard pedagogical situations. The pedagogical orientation of needs, interests and inclinations is formed. The teacher is aware of the need for professional development.

Heuristic level manifestations of professional and pedagogical culture are characterized by greater purposefulness, stability of the ways and means of professional activity. At this level of professional and pedagogical culture, there are changes in the structure of the technological component; the ability to solve evaluative-informational and correctional-regulating tasks is at a high level of formation. The activity of teachers is connected with constant search; they highlight new technologies of education and upbringing, they are ready to share their experience with others. The proposed forms of advanced training are treated selectively, they master the basic methods of cognition and analysis of their own personality and activities.

creative level characterized by a high degree of effectiveness of pedagogical activity, the mobility of psychological and pedagogical knowledge, the approval of relations of cooperation and co-creation with students and colleagues. The positive-emotional orientation of the teacher's activity stimulates the steadily transforming, actively creative and self-creative activity of the individual. Analytical-reflexive skills are of paramount importance. Technological readiness is at a high level, and all components of technological readiness are closely correlated. Pedagogical improvisation, pedagogical intuition, imagination occupy an important place in the activity of a teacher and contribute to the solution of pedagogical problems. The personality structure harmoniously combines scientific and pedagogical interests and needs. Teachers are interested in various ways of improving pedagogical skills and pedagogical culture. Often they themselves are the initiators of advanced training, willingly share their experience and actively adopt the experience of colleagues, they are distinguished by the desire to improve.

Professional is a specialist who has mastered high levels of professional activity, consciously changes and develops himself in the course of professional activity, makes his individual and creative contribution to the profession, has found his destiny, stimulates public interest in the results of his professional activity and increases the prestige of his profession in society .

At levels of professionalism in the hierarchy from lowest to highest:

1. PRE-PROFESSIONALISM- A person works, but as a beginner, an amateur, without mastering the norms and rules of the profession, without achieving high creative results of activity. Everyone usually goes through this stage, but some people can linger at this stage for a very long time.

2. PROFESSIONALISM- Here a person consistently masters the qualities of a professional. A person masters the norms and rules of the profession and first performs work according to the model, according to the instructions in the course of performing work, then acquires a specialty, qualification. Further, as the motivational sphere, goal-setting develops, a person consciously chooses, formulates the goals of his professional activity. Having mastered the norms of the profession, a person begins to achieve quite high results in it, begins to realize himself in the profession, assert himself in the profession, develop himself by means of the profession. A person becomes a subject of activity.

3. SUPER PROFESSIONALISM(highest professionalism) - this level characterizes professional activity in its peak (acme), the highest level of achievement of creative results. A person, at this stage, turns from a subject of activity into a creator, innovator, superprofessional, into a highly qualified professional. At this stage, a person goes beyond the profession - it is creatively enriched by his personal contribution. In some cases, at this stage, other close, related professions are mastered, which makes a person a professional - a generalist.

4. UNPROFESSIONALISM(pseudo-professionalism) - this level does not coincide with the level of pre-professionalism, when a person lacks the personal qualities, knowledge and skills necessary for a professional. At the level of pseudo-professionalism, a person exhibits quite active externally conditioned activity, but at the same time, various deformations are observed: a person performs an activity that is inefficient or does not meet the requirements of the profession, or allows externally active labor activity, replacing the lack of professionalism, or loops his whole life at work, reduces all his personal time (space) to professional, or a person proceeds from incorrect, flawed personal guidelines (pursuing goals of a narrowly personal individual nature to the detriment of other people).

5. POST-PROFESSIONALISM- all people who have lived to retirement age go through this stage. At this stage, a person may simply turn out to be a “professional in the past”, or may remain a consultant, adviser, mentor, expert, sharing his professional experience, experience of achievements and problem solving, elimination of mistakes, failures, etc.

At the level of professionalism, the following can be distinguished intermediate steps :

1. The stage of adaptation of a person to a profession - primary acquaintance and assimilation of the norms of the profession, the necessary techniques, techniques, technologies of the profession.

2. The stage of self-actualization of a person in the profession - a person's awareness of his ability to fulfill professional standards, the beginning of self-development of the employee's personality by means of the profession, awareness of his individual capabilities to perform professional activities, the development of positive personality traits, the establishment of an individual style of work.

The individual style of activity is influenced by:

§ Temperament;

§ Education, training and upbringing;

§ Level of culture;

§ Attitude towards professional activity;

§ Features of character;

§ Ability to predict;

§ Organizational skills, etc.

3. The stage of a person's free possession of a profession, manifested in the form of mastery , harmonization of a person with a profession, here is the development of high standards, reproduction at a good level of previously created guidelines, developments, instructions.

The main functions of advanced training are as follows:

Diagnostic, provides for the determination of inclinations and abilities, the identification of their level of preparedness and individual psychological characteristics in order to ensure the effectiveness of advanced training;

Compensatory, is associated with the elimination of gaps in education, due to the lack of knowledge by teachers of general technical and special subjects and masters of industrial training in the process of their professional education, with the obsolescence of previously acquired knowledge, with the need for a deeper mastery of subject-professional and pedagogical knowledge and skills;

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

Criteria of professional and pedagogical culture are determined on the basis of systemic understanding culture, highlighting its structural and functional components, interpreting culture as a process and result of creative development and creation of pedagogical values, technologies for professional and creative self-realization of the teacher's personality.

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

Adaptive level professional and pedagogical culture is characterized by an unstable attitude of the teacher to the pedagogical reality. The goals and objectives of pedagogical activity are defined by him in a general way. The teacher is indifferent to psychological and pedagogical knowledge, there is no system of knowledge and there is no readiness to use it in specific pedagogical situations. Professional and pedagogical activity is built according to a previously worked out scheme without the use of creativity. Teachers at this level do not show activity in terms of professional and pedagogical self-improvement, they carry out advanced training as necessary, or reject it altogether.

reproductive level implies a tendency to a stable value attitude to pedagogical reality: the teacher appreciates the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relations between the participants in the pedagogical process, he has a higher index of satisfaction with pedagogical activity. At this level of development of professional and pedagogical culture, the teacher successfully solves constructive and prognostic tasks that involve goal-setting and planning of professional actions.

decisions in standard pedagogical situations. The pedagogical orientation of needs, interests and inclinations is formed. The teacher is aware of the need for professional development.

Heuristic level manifestations of professional and pedagogical culture are characterized by greater purposefulness, stability of the ways and means of professional activity. At this level of professional and pedagogical culture, there are changes in the structure of the technological component; at a high level of formed are the ability to solve evaluative-informational and correctional-regulatory tasks. The activity of teachers is connected with constant search; they highlight new technologies of education and upbringing, they are ready to share their experience with others. The proposed forms of advanced training are treated selectively, they master the basic methods of cognition and analysis of their own personality and activities.

creative level characterized by a high degree of effectiveness of pedagogical activity, the mobility of psychological and pedagogical knowledge, the approval of relations of cooperation and co-creation with students and colleagues. The positive-emotional orientation of the teacher's activity stimulates the steadily transforming, actively creative and self-creative activity of the individual. Analytical-reflexive skills are of paramount importance. Technological readiness is at a high level, and all components of technological readiness are closely correlated. Pedagogical improvisation, pedagogical intuition, imagination occupy an important place in the activity of a teacher and contribute to the solution of pedagogical problems. The personality structure harmoniously combines scientific and pedagogical interests and needs. Teachers are interested in various ways of improving pedagogical skills and pedagogical culture. Often they themselves are the initiators of advanced training, willingly share their experience and actively adopt the experience of colleagues, they are distinguished by the desire to improve.

Glossary of basic concepts

Pedagogical task- a meaningful pedagogical situation with a purpose introduced into it in connection with the need for knowledge and transformation of reality.

Pedagogical technology - a consistent interconnected system of teacher actions aimed at solving pedagogical problems, or at the planned and consistent implementation in practice of a pre-designed pedagogical process.

Professional and pedagogical culture- a measure and method of creative self-realization of the personality of a professional school teacher in various types of pedagogical activity and communication aimed at mastering, transferring and creating pedagogical values ​​and technologies.

Training of vocational teachers

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The main development trends and principles of professional teacher education

Currently, teachers, psychologists, philosophers are developing new approaches to the development of general and professional education.

Professional and pedagogical education has not been given due attention for a long time. For a long time in Russia, masters of industrial training were trained in industrial-pedagogical technical schools, and teachers - at the industrial and pedagogical faculties of universities. The priority development of the industrial sector in the socialist period led to the training of mainly specialists with working professions, which in turn determined the structure of the teaching staff of the vocational school.

Changing social and economic conditions in society disrupted the system of vocational education, which already had complex social, economic and political ties. The reorientation to market relations broke these ties and contradictions, led to the formation of:

between the objectively necessary need for an ever-growing level of education and professional competence of members of society and the limited capacity of educational institutions;

between the society's need for the training of competitive specialists and the low professional potential of teachers;

between the financial and material resources necessary for the development of the professionalism of teachers and masters of industrial training and the real socio-economic situation, which reduces the effectiveness of education;

between the increased role of progressive pedagogical technologies in the intensification of professional training of specialists and the lack of special pedagogical education among the vast majority of teachers;

between the expediency of a personality-developing educational process in the system of additional professional education, which requires a sufficiently long time, and the short duration of training courses;

between the need for personnel with high professional competence and the lack of development of a mechanism for managing the professional development of specialists;

between the need for integration and the existing disunity of various parts of the system of training and advanced training of professional and pedagogical workers.

The identified contradictions determine the priority tasks for the development of professional and pedagogical education:

bringing professional and pedagogical educational programs in line with the needs of the individual, with the needs of the labor market, the prospects for the development of the economy, scientific, technological and social spheres;

changing the structure of the content of training and its qualitative renewal, taking into account the transition to advanced education, which ensures the development of the personal and professional potential of specialists and their mobility;

improvement of the educational process, creation of conditions for the professional development of the personality and the realization of its creative activity;

development of a system of training, professional retraining and advanced training of personnel for vocational education, which includes, first of all, the training of pedagogical and managerial personnel for the system

development of continuity of secondary vocational and pedagogical education with other levels;

expansion of informatization of education;

ensuring the use of the potential of secondary specialized educational institutions for the development of production and innovation activities, which will not only improve the quality of training, but also provide additional sources of funding for the development of educational institutions.

Modern professional and pedagogical education is the result of the development of higher engineering and pedagogical education since the 1920s and the secondary industrial and pedagogical education that has arisen since 1943, which trained personnel for vocational education. The dynamics of the development of professional and pedagogical education reflects the socio-economic development of the country at various stages.

The system of professional and pedagogical education, in accordance with the Law Russian Federation"On Education", is part of the Russian education system. Being a system, it includes all the components of the system:

a) successive state educational and professional educational programs;

b) a network of educational institutions of various organizational and legal forms, types, types;

c) state bodies managing the system, state-public and public organizations.

The goal of vocational and pedagogical education is the formation of a personality capable of effective self-realization in the field of primary vocational education and secondary vocational education, to the implementation of all components of an integrated educational process, to the performance of vocational and educational functions for the training of qualified workers and specialists.

At present, a number of new factors affect the nature and content of the work of professional and pedagogical workers, among which is a change in the state educational paradigm, within which guidelines are being reassessed.

The main trend in the development of education is the liberation from the technocratic paradigm, the disclosure of the potential of a person based on the concept of a subject-subject approach, when a person becomes not an object of learning, but a subject of learning.

An analysis of the real educational system that is taking shape in our country confirms that it is a fusion of elements of traditional and emerging lifelong education. There is a process of gradual withering away of elements of traditional education and an ever wider introduction of ideas and methods. problem learning. Continuous professional education is becoming a priority and central direction of the educational policy strategy.

Humanization as the leading trend in the development of society determines highest value person. A task pedagogical system professional development of professional and pedagogical workers - to give a humanistic character to the orientation of the individual, to prevent its functional illiteracy and incompetence. In this regard, the share of humanitarian knowledge is increasing, and the cultural and artistic-aesthetic training of specialists is intensifying.

The humanization of education is inextricably linked with greening. Most of a person's actions become morally significant in connection with the unprecedented sources of energy that a person has at his disposal. Hence the need for the greening of vocational education, teaching the method of holistic handling of natural resources.

Among the trends in the development of modern vocational education is called democratization. Democratization concerns the content of the educational process, its implementation and management of the entire education system, which is increasingly focused on ensuring inalienable human rights, introducing it to universal human values.

Prospects for the development of the economy and the social sphere require new professional and personal qualities from specialists, which necessitates the transition of the vocational education system to the implementation of a model of advanced education, which is based on the idea of ​​personality development. Advanced education, in contrast to the traditional one, focuses on training specialists not so much for a specific professional activity, but rather on the formation of readiness for mastering new knowledge, acquiring multifunctional skills, and ensures professional mobility.

In accordance with the changing requirements for vocational education, the following basic principles for its development are determined:

fundamentality, which implies scientific validity and high quality of subject, psychological, pedagogical, socio-humanitarian and general cultural training;

continuity, what implies the continuity of secondary vocational education with other educational levels, taking into account the established traditions of forming the structure and content of education;

versatility- the completeness of the set of disciplines that provide basic training in the unity of the professional and general cultural components;

variability education implies a flexible response of vocational education to changes in the external environment and, as a result, a change in professional educational programs, types and organizational and legal forms of educational institutions;

integrativity involves interdisciplinary communication, focused on the formation of a holistic picture of the world, created by a complex of basic disciplines based on the complementarity of content and unity of purpose and requirements;

regionalization professional education implies a consistent orientation of the activities of educational institutions to the integrated socio-economic development of the region, local labor markets and the needs of the population;

practical orientation vocational education;

autonomy professional educational institutions involves the development of their academic and economic independence, the improvement of the mechanism of self-government;

efficiency social interaction reflects the need to coordinate the actions of all subjects of educational policy in order to develop vocational education;

humanization vocational education;

professional identity, expressed in the choice of a profession, designing one's professional education, designing a career.

a system of professional and pedagogical education was created.

The system of secondary vocational and pedagogical education

The system of secondary vocational pedagogical education is represented by vocational pedagogical technical schools and colleges. The training of masters of industrial training is carried out both on the basis of basic general secondary education and on the basis of complete general secondary education. Training in vocational pedagogical colleges and technical schools is carried out in accordance with the classifier of specialties of secondary vocational education and according to educational programs of this level. The maximum training period for a master of industrial training is 2 years 10 months.

Secondary vocational and pedagogical education is regulated by two state educational standards: SES in specialty 0308 - Vocational training (by industry) - the first component, and SES training an industry specialist (technician, technologist, economist, etc.) - the second component. It is obligatory to obtain a working profession - this is the third component.

Educational profiles (industries) of the specialty are focused on the needs of primary vocational education: mining, oil and gas industry, energy, metallurgy, mechanical engineering and technological equipment, electronic engineering, radio engineering and communications, automation and control, informatics and computer technology, transport, reproduction and processing forest resources, chemical production, construction, Agriculture, light industry, food industry, service, printing industry, production of art products and folk crafts.

Today, the training of specialists in the specialty 0308 - vocational training (by industry) is conducted by 83 educational institutions, 46 of them are specialized professional and pedagogical educational institutions, diversified by industry.

The placement of colleges and technical schools on the territory of the Russian Federation is uneven, and in 53 constituent entities of the Russian Federation they do not exist at all. The development of the network of colleges and technical schools is carried out in two directions: a) the creation of vocational pedagogical technical schools on the basis of advanced professional lyceums and schools or the conversion of existing secondary vocational schools; b) creation of branches of existing vocational pedagogical colleges, technical schools.

The main types of professional activity of a graduate of a vocational pedagogical college (technical school) are:

training in professional knowledge and skills in accordance with the specialization and educational programs of professional educational institutions and education;

constant cooperation with parents on issues of education and upbringing;

creation of favorable psychological and pedagogical conditions for the varied and meaningful activities of students;

pedagogical self-education in order to improve the level of qualifications and improve pedagogical skills;

planning and organization of the work of the primary labor collective;

ensuring the fulfillment of tasks and contractual obligations;

Maintenance, repair and operation of equipment in accordance with the training profile;

introduction of new technologies;

making informed management decisions and monitoring their implementation.

The training of vocational teachers in the system of secondary vocational education is carried out in several areas (blocks): a block of general humanitarian and socio-economic disciplines, a block of general professional disciplines, disciplines of medical and biological training, disciplines of psychological and pedagogical training and other special disciplines. The graduate has the opportunity to continue his education in educational institutions corresponding profile of the system of higher professional education.

The training of the master of industrial training is carried out in three directions:

basic training - master of industrial training, additional qualification - technician;

basic training - technician, additional qualification - master of industrial training,

preparation of a master of industrial training after receiving secondary or higher professional education.

After graduating from a vocational pedagogical college or technical school, a specialist can work in vocational educational institutions of any type, carrying out the education and vocational training of students.

In accordance with general scientific, general professional and special training, such a specialist can carry out the following main activities:

educational and production activities;

educational work;

methodical work;

organizational and managerial activities;

maintenance activities.

At present, the problem of ensuring the continuity of secondary and higher professional and pedagogical education is topical.

The system of higher professional and pedagogical education

Currently, the training of vocational education teachers is carried out in 83 universities located in 57 cities of Russia. These are two specialized universities (Russian State Vocational Pedagogical University in Yekaterinburg and Volga State Engineering Pedagogical Academy in Nizhny Novgorod), 11 classical universities, 18 technical and technological universities, 18 agro-engineering, agrarian and agricultural universities, 23 pedagogical universities and institutes and 8 other universities. These universities are located on the map of Russia extremely unevenly.

There is a need to optimize the network of higher educational institutions, taking into account the needs of the system of primary vocational education.

The priority development of the industrial sphere in the socialist period determined the specific professional and qualification structure of the workforce, which in turn determined the structure of the teaching staff of the vocational school.

Currently, vocational education has become increasingly focused on the professions of the social sphere, the economy, services, and health care. The need for professional and pedagogical personnel is increasing. There was a reorganization of educational institutions. Industrial-pedagogical technical schools were replaced by vocational-pedagogical technical schools and colleges. The management of educational institutions has become more autonomous, the content of education has acquired regional characteristics, and state educational standards have been introduced. A coordinating council has been created - the Educational and Methodological Association of Higher and Secondary Vocational Educational Institutions for Vocational Pedagogical Education.

A vocational training teacher receives a specific systemic education, consisting of three integrated components, including psychological-pedagogical, sectoral training and training in a working profession.

Distinctive feature a component of psychological and pedagogical training is that the graduate has the skills to independently design a subject, select its content and develop a methodology for teaching this subject.

The specificity of the sectoral training of a teacher is that he, as a pedagogical worker, will have to organize and carry out industrial training of students on the principles of combining it with productive labor without prejudice to the educational process.

When performing the functions of a master of industrial training, a teacher must have a level of qualification in a working profession that exceeds that planned for graduates of initial vocational training.

The optimal ratio of training volumes by the components of vocational and pedagogical education today is as follows: 60% - sectoral training, 27% - psychological and pedagogical training, and 13% - training in a working profession.

The list of specializations in vocational teacher training is constantly evolving. At the same time, the modern professional and qualification structure of workers and specialists is taken into account. Today, the specialty "Vocational Training" has 68 specializations, which, depending on the industry, are grouped into 12 groups. The content of the education of specializations differs by more than 60%. This is the basis for recognizing branch varieties of the specialty as independent specialties, introducing their code and name, and providing for them the appropriate classifications of graduates.

In the future, there is a need to create large vocational pedagogical universities, which over time would begin to play the role of educational and methodological centers of vocational pedagogical education.

Such universities should be created on the basis of large vocational pedagogical colleges without reducing student enrollment.

At present, there is a system of multi-level acquisition of professional and pedagogical education. Multilevel pedagogical education is implemented by successive educational and professional programs that differ in content and terms of training.

Universities provide for the assignment of the educational degree of a bachelor of education (the second level of higher professional education with a term of study of 4 years), a specialist (the third level of higher education - a term of study of 5 years) and a master of vocational education (a term of study of 6 years). The most demanded in the labor market of the system of primary vocational education are specialists. To a lesser extent, bachelors and masters find application in the system of primary vocational education.

The content of the educational program at the university is combined into four cycles (general humanitarian and socio-economic disciplines; general mathematical and natural science disciplines; professional training disciplines and optional disciplines), which in turn are divided into blocks. The cycle of vocational training disciplines is variable and consists of two blocks - general vocational training disciplines and special vocational training disciplines. In turn, each of these blocks includes two modules (general psychological and pedagogical disciplines and general industry disciplines; special psychological and pedagogical disciplines and special industry disciplines).

The modular approach to structuring the content makes it possible to single out from the disciplines of cycles and blocks those that are invariant parts of the content of training specialists with different specializations and are similar for all educational programs of the specialty 030500 - Vocational training. Other (variable) modules are built depending on the specifics of the industry.

The educational program provides for more academic freedom of universities in the formation of the content of education. It singles out the federal and regional (university) components and expands the amount of hours of elective disciplines.

The new educational program pays great attention to vocational guidance academic disciplines. Professionally oriented disciplines give the fundamental and branch sciences a touch of professional orientation.

As part of the implementation of the idea of ​​continuity in education, multi-level and multi-stage complexes are being implemented. On the basis of the pre-university level of vocational education (primary and secondary), there are reduced training programs for vocational teachers. At present, the integration of the university program with the profile program of colleges and technical schools has been worked out to a greater extent. The network of universities that implement such reduced-education programs is quite wide. AT general case enrolled in the first year of a university with a shortened period of study may be:

graduates of professional pedagogical colleges;

graduates of specialized pedagogical colleges (technical schools);

The problems of continuity of higher and secondary vocational education are discussed at the meetings of the Educational and Methodological Association for Vocational Pedagogical Education and need to be improved.

In addition to the system of vocational pedagogical education, other methods of providing institutions of primary and secondary vocational education with teaching staff have become widespread. Most often, these are either schemes for the psychological and pedagogical additional training of engineers, or methods of additional in-depth industry-specific training for people with a traditional pedagogical education. In all these cases, it is not possible to achieve High Quality training, characteristic of the system of professional and pedagogical education.

Glossary of basic concepts

Professional and pedagogical education- the process and result of purposeful training of professional and pedagogical personnel in special educational institutions.

The system of professional and pedagogical education- a set of educational standards, programs and institutions for the training of professional and pedagogical personnel.

Professional and pedagogical qualification- the level of training, preparedness for the implementation of professional and pedagogical activities.

Professional mobility-capacity and willingness to change labor activity due to changing life circumstances.

Professional pedagogical culture as a systemic education is a unity of pedagogical values, technologies, essential forces of the individual, aimed at creative implementation in various types of pedagogical activity. The methodology of system analysis makes it possible to see the phenomenon of pedagogical culture not only from the side of its structural components, but also from the side of functional connections and relationships.

In the system analysis of human activity, special attention is paid to the dynamic characteristics of the system, which manifests itself in two forms: first, the movement of the system as a functioning, activity; secondly, its emergence, formation, evolution, transformation, destruction. The movement of the system occurs in three planes: subject, functional, historical.

Subject plane gives an idea of ​​the state of the components and the nature of the connections between them;

functional plane reveals the system and its components from the side of functional content as autonomous subsystems in the structure of more general systems.

historical plane analysis ensures the unity of technologies of creative and historical, phenomenological and genetic approaches in revealing the stages of the past, present and future.

We consider the system of professional and pedagogical culture as a unity of interacting structural and functional components. The functional components of the system are understood as the basic links between the initial state of the structural elements of the pedagogical system and the final desired result.

The main functions of the professional and pedagogical culture of a teacher of higher education can be understood based on the specifics of his activity, the variety of types of relationships and communication, the system of value orientations, and the possibilities of creative self-realization of the individual. Taking into account these features, as well as the existing works on the theory of culture and particular cultural studies, we single out the following main functions of professional and pedagogical culture: epistemological, humanistic, communicative, informational, normative, teaching and educating;

• - the epistemological function ensures the integrity of ideas about pedagogical activity, about the real ways of its knowledge and development. It is aimed not only at the knowledge and analysis of pedagogical phenomena, but also at the study and awareness of the teacher himself, his individual psychological characteristics, the level of professionalism. This function initiates the development of such types of pedagogical culture as methodological, research, intellectual;
• - the humanistic function of the pedagogical culture of a university teacher affirms universal human values ​​in the educational process, creates conditions for the development of human abilities and talents, serves to strengthen the cooperation of equality, justice, humanity in joint activities;
• - the communicative function of the pedagogical culture of the teacher meets his primary need for communication with students, colleagues, school teachers, representatives of the industrial sector, especially since the pedagogical process at the university is a constant interaction, exchange of information between interested participants. Pedagogical culture develops such methods and rules of communication that meet the requirements of professional ethics, a specific situation, and the goals of joint activities. The communicative activity of the teacher's personality is determined by his intellectual, psychological, age and other characteristics. The data of our experimental study indicate differences in communication between teachers and students outside of school hours, depending on the direction of professional activity, scientific and pedagogical qualifications, and teaching experience at the university. The speech culture of the teacher is of great importance for communication, i.e. knowledge of speech norms, the ability to correctly use language forms, which facilitates the assimilation of transmitted information, educates future specialists in speech literacy, and disciplines their thinking. Thus, the communicative function necessitates the development of such components of pedagogical culture as speech culture, culture of communication, culture of interethnic communication;
• - the teaching function of pedagogical culture is realized in the activities of a university teacher, aimed at mastering a future specialist with a certain system of knowledge, skills, social experience, at developing his intellect and abilities;
• - the educational function of pedagogical culture reflects the area of ​​educational activity of a university teacher. Along with educational, research, social and pedagogical activities, a teacher of higher education is called upon to carry out purposeful educational work. A teacher of higher education as a teacher, scientist and educator by the power of his authority, erudition, professionalism directly and indirectly influences the formation of the personality of a future specialist;

The problems of the educational activity of a university teacher are especially relevant at the present time due to the lack of public student organizations, the extinction of student self-government (13, p. 76).

The educational function of culture depends on the overall goal of personality formation, and as society develops, the concept of education undergoes significant changes. However, the main directions of the teacher's educational activities remain the education of moral, ecological, aesthetic, economic, valeological, physical culture of the individual. These areas of educational activity reveal a complex mosaic of cultural values, technologies, creativity, creating a unique context for the formation of a specialist;

The normative function of professional and pedagogical culture maintains a balance in the system of teacher's activity, reduces the influence of destabilizing factors in the pedagogical environment. Any regulation of activity proceeds from certain requirements, norms that are established by its participants. The norms of pedagogical activity are aimed at resolving contradictions that arise in the process of interaction between a teacher and students, with colleagues and administration, at ensuring their cooperation and achieving joint goals. The contradictions between the participants in the pedagogical process are of an objective and subjective nature, and their resolution, therefore, should be aimed both at changing objective processes and at regulating personal behavior. Knowledge of the norms of pedagogical activity facilitates the search for the necessary solution, gives confidence in the correctness of their actions (12, p. 45).

The legal culture of the teacher acts necessary condition organization of the educational process, observance of humanistic principles, rights and freedoms of the individual;

The information function of pedagogical culture is closely connected with all its functional components. This connection is due to the fact that it is necessary to provide information support for the epistemological, humanistic, communicative, teaching, educating and legal components of pedagogical culture. The information function is the basis of the pedagogical continuity of different eras and generations. The mastery of systematized information and its transmission became the lot of a certain group of people - scientists and educators, their intellectual property. The values ​​of pedagogical culture are stored and accumulated in the form of manuscripts, books, technical devices, norms of folk pedagogy, etc. The increase in the information flow, the differentiation and integration of scientific knowledge required teachers to have a special ability to handle information, i. certain information culture. An abstract-generalized way of transmitting information involves not simple reproduction, but the individual creative use of a knowledge system.

Professional and pedagogical culture is a kind of " pedagogical memory» of humanity, the appeal to which depends on general factors - the context of the era and on particular factors - the characteristics of a particular situation. The demand for the values ​​of pedagogical culture is determined by various factors: the demands of society, the level of development of the education system, the development of pedagogical theory and technology, the individual characteristics of teachers and students (7, p. 198).

But the teacher must be oriented in the diverse flow of psychological and pedagogical information, must be able to use handwritten, book, electronic media. The introduction of electronic computing technology into the educational process of a higher school, the computerization of the pedagogical process, the active replenishment of the information data bank in pedagogy expand and enrich the teacher's information culture.

It should be recognized that the effectiveness of the influence of the teacher, his pedagogical culture will be the higher, the greater the amount of information accumulated by him and the more quickly he uses it. Limitation of information in scientific and pedagogical activity hinders the development of scientific knowledge and practical experience. During the period of totalitarianism, connection with traditions was lost, and distorted assessments of the past and present were often given.

The information function thus constitutes the foundations of the monitoring, innovation and diagnostic culture of computer culture, etc. The identified and substantiated structural and functional components and types of pedagogical culture are in close interaction, forming an integral dynamic system of professional and pedagogical culture of a higher school teacher (16, p. 98).

The presence of pedagogical standards, norms, rules, which the culture of a teacher of higher education must satisfy, makes it possible to measure culture. The measurement of pedagogical culture can be carried out as a measurement of the quality of activity, i.e. with the help of expert assessments, testing, questioning, interpretation of the results of pedagogical research, etc. The problem of measuring professional and pedagogical culture is connected with the problem of criteria and levels of its formation.

Criterion is a sign on the basis of which an assessment is made, a judgment is made. The criteria of professional and pedagogical culture are determined on the basis of a systemic understanding of culture, the identification of its structural and functional components, the interpretation of culture as a process and result of creative development and the creation of pedagogical values, technologies in the professional and creative self-realization of the teacher's personality.

In the theory and practice of teacher education, there are General requirements to the selection and justification of the criteria, which boil down to the fact that the criteria should reflect the basic patterns of personality formation; with the help of criteria, links between all components of the system under study should be established; qualitative indicators should act in unity with quantitative ones. A general indicator of the development of a person's culture is a measure of versatile creative activity. Taking these requirements as a basis, we consider it necessary to supplement them with requirements that reflect the specifics of professional and pedagogical culture:

• - the criteria should be disclosed through a number of qualitative features, as they appear, it is possible to judge a greater or lesser degree of severity of this criterion;
• - criteria should reflect the dynamics of the measured quality in time and cultural and pedagogical space;
• - the criteria should cover the main types of pedagogical activity.

It follows that the number of features for each criterion should not be less than three. In the case of establishing three or more signs, we can talk about the full manifestation of this criterion; if one indicator is set or none is found at all, then it is false to assert that this criterion is not fixed. Let us turn to the characteristics of the main criteria and indicators of the formation of the professional and pedagogical culture of a teacher of higher education (25, p. 45).

The first value attitude to pedagogical activity is manifested through a set of such indicators as understanding and evaluating the goals and objectives of pedagogical activity, awareness of the value of pedagogical knowledge, recognition of the value of subjective relations, satisfaction with pedagogical work. The indicators of this criterion are identified using questionnaires, interviews, individual conversations, determining the coefficient and index of satisfaction according to the method of Yadov V.A. Evaluation of answers, judgments (in questionnaires, conversations) is carried out in accordance with the requirements for the activities of a university teacher and is ranked according to a 4-point system.

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

The creative activity of the teacher's personality is manifested by her intellectual activity, pedagogical intuition and improvisation. In addition to the above methods for measuring this criterion, the methods of self-assessment, observation, solving pedagogical situations, in the conditions of specially organized training, seminars, and schools were widely used.

The degree of development of pedagogical thinking as a criterion of professional pedagogical culture contains the following indicators: the formation of pedagogical reflection, a positive attitude towards everyday pedagogical consciousness, the problem-search nature of activity, flexibility and variability of thinking, independence in decision-making. (12, p. 56).

The desire for professional and pedagogical improvement of a university teacher consists of the following indicators: setting for professional and pedagogical improvement, the presence of a personal pedagogical system, an interested attitude to the experience of one's colleagues, mastering ways of self-improvement. When determining this criterion, along with the above methods, the teacher’s reading circle in the field of psychological and pedagogical disciplines, his participation in the work of methodological and theoretical seminars of the department, subject commissions, scientific and practical conferences, written articles on the methodology are studied, the teacher’s desire to use all possible ways intra-university professional development.

The generalized factual material made it possible to describe four levels of the formation of professional and pedagogical culture, depending on the degree of manifestation of criteria and indicators:

• - the adaptive level of professional and pedagogical culture is characterized by an unstable attitude of the teacher to pedagogical reality, when the goals and objectives of his own pedagogical activity are defined by him in a general way and are not a guideline and criterion of activity;
• - a teacher, who is at the reproductive level of professional and pedagogical culture, is inclined to a stable value attitude to pedagogical reality: he appreciates the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relations between participants in the pedagogical process, he has a higher index of satisfaction pedagogical activity. In contrast to the adaptive level, in this case, not only organizational and activity-based, but also constructive and prognostic tasks are successfully solved, involving goal-setting and planning of professional actions, forecasting and their consequences;
• - the heuristic level of manifestation of professional and pedagogical culture is characterized by greater purposefulness, stability of the ways and means of professional activity. Noticeable changes that testify to the formation of the teacher's personality as a subject of their own pedagogical activity occur in the structure of the technological component; the ability to solve evaluative-informational and correctional-regulating tasks is at a high level of formation. The interaction of teachers with students, colleagues, surrounding people is distinguished by a pronounced humanistic orientation;
• - the creative level of professional and pedagogical culture is distinguished by a high degree of effectiveness of pedagogical activity, the mobility of psychological and pedagogical knowledge, the establishment of relations of cooperation and co-creation with students and colleagues. The positive-emotional orientation of the teacher's activity stimulates the steadily transforming, actively creative and self-creative activity of the individual. The technological readiness of such teachers is at a high level, analytical and reflexive skills are of particular importance; all components of technological readiness are closely correlated with each other, revealing a large number of connections and forming a coherent structure of activity. In the activities of teachers, an important place is occupied by such manifestations of creative activity as pedagogical improvisation, pedagogical intuition, and imagination, which contribute to the original productive solution of pedagogical problems.

Lydia Myasnikova
General and professional culture of the teacher

General and professional culture of the teacher

Modern society puts before teachers, educators and parents task of educating a highly educated and well-mannered young person. Formation culture behavior is one of the urgent and complex problems that should be addressed by everyone who is related to children. Interest in this topic is due to the fact that the educational impact of the family and the Russian national culture in education.

culture behavior helps a person to communicate with others, provides him with emotional well-being and comfortable sympathy. To be cultural, brought up is not the property of a select circle of people. To become a harmonious personality, to be able to behave with dignity in any situation is the right and duty of every person.

Term « culture» - of Latin origin, originally meaning the cultivation of the soil (cultivation) . Currently culture is used in a more generalized sense, although a single approach to understanding the essence no culture.

culture in a general sense, it is understood as a historically defined level of development of society, the creative forces and abilities of a person, expressed in the types and forms of organization of life and activities of people, in their relationships, as well as in the material and spiritual values ​​\u200b\u200bcreated by them.

culture in a narrow sense, acts as a sphere of people's spiritual life, a way for them to realize professional and other activities.

Essence culture determined by the ways of carrying out life activities, therefore, varieties are distinguished cultures associated with various areas human activities: communication, consumption, leisure, everyday life, etc.

culture in its material and spiritual forms is an essential characteristic of the life of society. Man is formed in the course of his activity as culturally- a historical being through the acquisition of a language, familiarization with values, traditions, etc. Thus, a person is a product, representative and carrier culture.

General culture of the teacher is the result of personal development, the development of socially significant personal characteristics implemented in his professional activity. In the content of the general teacher's culture several can be identified components: ecological culture(characterizing the relationship of a person with environment) ; legal, communicative, economic, etc. culture.

Pedagogical culture- part of the human culture in which the spiritual and material values ​​of education and upbringing, ways of creative pedagogical activity containing the achievements of different historical eras and necessary for the socialization of the individual.

Material values pedagogical culture They are means of education and upbringing. Spiritual values pedagogical culture is pedagogical knowledge, theories, concepts, accumulated by mankind pedagogical experience and developed professional and ethical standards. Pedagogical culture based on a common culture and taking into account the specifics of the activity teacher is part of the human culture.

Pedagogical culture- mastery level pedagogical theory and practice, modern pedagogical technologies, ways of creative self-regulation of the individual capabilities of the individual in pedagogical activity.

E. V. Bondarevskaya among the components pedagogical culture highlights:

humanistic teacher culture in relation to children and his ability to be an educator;

Psychological pedagogical competence and development pedagogical thinking;

Education in the field of the taught subject and possession pedagogical technologies;

Experience in creative activity, the ability to substantiate one's own pedagogical activity as a system (didactic, educational, methodological, the ability to develop an author's educational project;

- culture of professional behavior, ways of self-development, the ability to self-regulate their own activities, communication.

Professional and pedagogical culture can be represented as a model, the constituent components of which are axiological, technological, personal and creative (I. F. Isaev, V. A. Slastenin, E. N. Shiyanov, etc.).

Axiological component pedagogical culture based on the philosophical doctrine of material, cultural, spiritual, moral and psychological values ​​of the individual, collective, society, their relationship with reality, their change in the process of historical development.

Axiological component professional culture contains the acceptance of such values pedagogical work, how:

- professional and pedagogical knowledge(psychological, historical pedagogical, knowledge of the features childhood, legal culture, etc. e) and worldview (beliefs, interests, preferences, value orientations in the field of education);

- culture of mental work(scientific organization of labor, accounting for biorhythms, reading culture, culture of thinking, etc.. d.);

Individual freedom of all participants pedagogical process, respect for the personality of the child, adherence to the norms of general and pedagogical ethics, etc.. d.

Technology Component pedagogical culture- this is an activity component, methods and techniques of interaction between participants in the educational process, communication culture, usage pedagogical technique, information and educational technologies.

Personal and creative component pedagogical culture understood as creative nature pedagogical activity of the teacher, expressed in individual creative development teacher and children, in a combination of methods of algorithmization and creativity, in the ability improvisation teacher to the assimilation of someone else's experience through creative rethinking, processing and its organic inclusion in one's own practice; manifests itself in the self-realization of essential forces teacher - his needs, abilities, interests, talents.

important place in culturological training of a teacher occupies its familiarization with modern household culture, the basic rules of etiquette and the most important moral categories; knowledge of the rules of office etiquette (principles of conducting business conversations, culture appearance teacher, physical culture.

Bibliography

Bondarevskoy E. V. - Rostov n / D: RGPU, 1995. - 170 p.

Isaev I.F. Professional and pedagogical culture of the teacher. Moscow: Publishing Center "Academy", 2002. - 208 p.

Slastenin, V. A. Pedagogy: studies. allowance for students of higher education. ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V. A. Slastenina. - M.: Publishing Center "Academy", 2002. - 576 p.

Shiyanov, E. N. Personal development in learning: textbook / E. N.

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Mastery standards of the teaching profession occurs during the introduction of the teacher to human and pedagogical culture. Based on this, a personal and professional culture is formed. The word "culture" is perceived by a person as an improvement, achievement of heights in life and familiarization with the system of moral values.

Culture can be both outside a person and in himself. culture - this is a whole, organic combination of many aspects of human activity, from here we can conditionally divide culture into social and individual. The beginning of the definition of culture, its essence is the worldview, the self-consciousness of the creators of this culture, hence we conclude that each of us is the creator and bearer of the culture of his time.

The basis for the formation of the culture of the teacher is his general culture.
The culture of the teacher is manifested in versatility, erudition in many areas, high spiritual development. And also in the need to communicate with art, people, in the culture of thinking, work, communication, etc. It is the basis of professional pedagogical culture.

The main cultural quality of a person is his universality. However common culture - it's not just the universality and versatility of man. To define a truly cultured person, such concepts as "spirituality" and "intelligence" are more often used.

Spirituality- a characteristic of the qualities of a person, consciousness and self-awareness of a person, which reflects the unity and harmony of the inner world, the ability to overcome oneself and be in harmony with the world around us. Spirituality is characterized not only by education, broad and deep cultural requirements, but also includes ongoing spiritual work, understanding of the world and oneself in it, a craving for improving oneself, restructuring one's inner world, expanding one's horizons.

It is believed that there are no completely soulless people and spirituality can be in direct connection with the abilities and mental abilities of a person. The most talented person can turn out to be completely unspiritual, while a person with average indicators can have great spirituality.

Intelligence is the quality of a cultured person. It does not consist in the acquisition of higher education and mental specialty. Intelligence lies not only in knowledge, but also in the ability to understand and accept the individuality of another person. Intelligence is expressed in a thousand subtleties: in the ability to argue politely, inconspicuously help others, to admire all the colors of nature, in one's own cultural achievements. A truly intelligent person must be fully responsible for his words and deeds, be able to set himself life goals and reach them.

All these concepts should include the culture of a true teacher.
Teacher - this is the first standard of social culture in the life of a student. It is from the teacher that the students take an example, try to be like him and meet all the demands of social society.

The basis and central link of culture is the structure of cultural activity, since culture, first of all, is the creation of a system of values, the creation of a new one, the renewal and increase in the diversity of the world. Cultural tradition is the stabilizing factor of culture.

At the level of personal social-role manifestation, one of the components of culture is professional culture, which includes:

1. System of values, which determines the social and individual significance of the means, results and consequences of professional activity.

2. goal setting characterizing the level of the individual's ideas about the norms in the sphere of professional life.

3. System of means and methods of professional activity, which includes a scientific conceptual apparatus and knowledge of the normative use of professional technologies and mental operations in order to transform problem situations.

4. Information and Operational Resources professional culture developed by previous practice.

5. Objects of professional activity, the state of which requires certain regulatory changes.

Term “professional culture of the teacher” often used as a synonym for such concepts as “teacher's pedagogical culture”, “teacher's pedagogical competence”.

The professional culture of a teacher combines elements formal (following certain norms, instructions, established methods) and informal (creativity, individuality, improvisation) plan. Most often, these elements are characterized by interconnectedness and organic transition into each other.

The ability to correctly understand the personality and behavior of their students, adequately respond to their actions, choose an adequate system of teaching and upbringing methods, the best way corresponding to the individual characteristics of children - an indicator of the high professional culture of the teacher, his pedagogical art. In turn, the latter acts as the teacher's perfect possession of the entire body of 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 essential characteristics of a teacher's professional culture should be considered, in our opinion, through the prism of its main structural subsystems. They can serve as socio-ideological, methodological, psychological and communicative subsystems of the teacher's professional culture.

Essence and main components of professional and pedagogical culture.

The teacher's professional and pedagogical culture is part of the pedagogical culture as a social phenomenon. The carriers of pedagogical culture are people engaged in pedagogical practice both at professional and non-professional levels. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work, the components of which are pedagogical activity, pedagogical communication and the individual as a subject of activity and communication at a professional level.

To understand the essence of professional and pedagogical culture, it is necessary to keep in mind the following provisions:

1. Professional and pedagogical culture is a general culture and performs the function of a specific design of a general culture in the sphere of pedagogical activity;

2. Professional and pedagogical culture is a systemic education, which includes a number of components that have their own organization, have the property of a whole, not reducible to the properties of individual parts;

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

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

This is a model of professional and pedagogical culture, the components of which are axiological, technological and personal-creative.

Axiological component of professional and pedagogical culture formed by a set of pedagogical values ​​created by mankind. Knowledge, ideas, concepts that are currently of great importance for society and a separate pedagogical system, act as pedagogical values.

Pedagogical values ​​are objective, as they are formed historically in the course of the development of society, education and are fixed in pedagogical science as a form of social consciousness in the form of specific images and ideas. In the process of carrying out pedagogical activity, the teacher masters pedagogical values, subjectifies them. The level of subjectivation of pedagogical values ​​is an indicator of the personal and professional development of the teacher.

Technological component of professional and pedagogical culture includes methods and techniques of teacher's pedagogical activity. Pedagogical technology helps to understand the essence of pedagogical culture, it reveals historically changing methods and techniques, explains the direction of activity depending on the relations that are developing in society. It is in this case that pedagogical culture performs the functions of regulating, preserving, reproducing and developing pedagogical reality.

The personal and creative component of professional and pedagogical culture reveals the mechanism of mastering it and its embodiment as a creative act. Mastering the values ​​of pedagogical culture, the teacher is able to transform, interpret them, which is determined both by his personal characteristics and the nature of his pedagogical activity. The creative nature of pedagogical activity determines a special style of the teacher's mental activity, associated with the novelty and significance of its results, causing a complex synthesis of all mental spheres (cognitive, emotional, volitional and motivational) of the teacher's personality.

Among the leading trends in the formation of professional and pedagogical culture of a teacher of higher education, it is necessary to single out the main one - a trend that reveals the dependence of the formation of professional and pedagogical culture on the degree of development of professional freedom of the individual, its creative self-realization in pedagogical activity, in the choice of its strategy and tactics .

REQUIREMENTS OF PEDAGOGICAL ETHICS TO THE MORAL CULTURE OF THE TEACHER. PEDAGOGICAL TACT.

ETHICS - these are the norms of behavior, the morality of a person of any class, social or professional group.

Ethics is “a code of conduct that ensures the moral nature of the relationship between people, which follows from their professional ethics. An important basis of the professional culture of the teacher is pedagogical ethics (from the Greek duty and teaching) or deontology, which determines the normative moral positions that the teacher must be guided by in the process of communicating with students, their parents, and colleagues. Elements of pedagogical ethics appeared along with the emergence of pedagogical activity as a special social function. The teacher has a special role in this process.

Laying the foundations of a materialistic worldview, it is designed to give students the foundations of ethical knowledge. To do this, the teacher himself needs to fully assimilate the ideas and values ​​of high morality and, to the best of his ability, strive to put them into practice. Therefore, he is strict and democratic at the same time. Of course, even the best teacher is a living person, and he can make mistakes, blunders, unfortunate breakdowns, but he finds a truly human way out of any situation, acts disinterestedly, fairly and benevolently, never showing utilitarian calculation, arrogance and revenge. A real educator, no matter how worn out it sounds, teaches goodness, and does it both verbally and by personal example.

PEDAGOGICAL ETHICS is an integral part of ethics, reflecting the specifics of the functioning of morality (morality) in the conditions of a holistic pedagogical process, the science of various moral aspects of a teacher's activity. The specificity of pedagogical ethics is primarily due to the fact that the teacher is dealing with a very fragile, dynamic "object of influence" - the child. Hence the increased delicacy, tact, responsibility. Elements of pedagogical ethics appeared along with the emergence of pedagogical activity as a special social function.

Pedagogical ethics is an independent section of ethical science and studies the features of pedagogical morality, finds out the specifics of the implementation general principles morality in the sphere of pedagogical work, reveals its functions, the specifics of the content of principles and ethical categories. Pedagogical ethics also studies the nature of the moral activity of the teacher and moral relations in the professional environment, develops the foundations of pedagogical etiquette, which is a set of specific rules of communication developed in the teacher's environment, manners of behavior, etc. people professionally engaged in training and education.

Pedagogical ethics faces a number of urgent tasks (which can be divided into theoretical and applied ones), including:

Study of methodological problems, essence, categories and specifics of pedagogical morality,

Development of the moral aspects of pedagogical work as a special type of pedagogical activity,

Identification of the requirements for the moral character of the teacher,

The study of the essence and characteristics of the individual moral consciousness of the teacher,

Study of the nature of moral relations between teachers and students

Development of issues of moral education and self-education of the teacher.

Pedagogical ethics considers moral relations as a set of social contacts and mutual relations that a teacher has with those people and institutions in relation to which he has professional duties. Based on this approach, it is most expedient to consider moral relations in the most clearly distinguished subsystems: "teacher - students", "teacher - teaching staff", "teacher - parents of students", "teacher - school leaders".

TEACHER AND PUPIL.

The environment in which communication and interaction between teachers and students takes place has both general and specific social characteristics. The leading role of the teacher in this environment causes increased moral requirements for him, because the object of his influence are children with a special complex of moral and psychological insecurity. Pedagogical activity is analyzed by those to whom it is directed. Children capture all the shades of the relationship of teachers with them, with other teachers, with parents, etc.

The teacher communicates with students at a time when they in practice comprehend the ABC of social relations, when they form and consolidate the basic moral principles. Children comprehend the world of adults through the prism of the views of their beloved teacher, who often becomes their ideal for life. A teacher who allows rudeness, arbitrariness in dealing with children, insulting their dignity, cannot use the authority of students. They, as a rule, actively resist the influence of such a teacher even when he is right.

PROFESSIONAL RESPONSIBILITY FOR THE LIFE, HEALTH AND DEVELOPMENT OF THE STUDENT.

The teacher is professionally responsible for the mental health of the student. Repressive and aggressive pedagogy, according to the doctor and teacher A. A. Dubrovsky, is unacceptable.

His “Advice to an irritable teacher” undoubtedly deserves the attention of a teacher from the point of view of pedagogical ethics:

Do not make excessive demands on the child,

Do not get angry, try to comprehend the situation,

Do not insult or yell at the student - this destroys his psyche.

Given all these factors, the teacher must remember that he is responsible for the full development of the child and his mental health.

RESPECT FOR THE PERSONALITY OF THE STUDENT.

Genuine respect for the child's personality is manifested, first of all, in the pedagogical exactingness towards it, in helping the student to discover his own "I". The exactingness of the teacher should be benevolent, the exactingness of a friend who is interested in the fate of the student. Requirements should be realistic, feasible, understandable to students. The manner of expressing the requirements of the teacher should also be decent, respectful, tactful. It is necessary to avoid shouting, tongue twisters, to exclude an instructive tone. The respect of the pupil by the teacher is revealed in his ability to be surprised by the unique giftedness of children's nature, to trust the inner spiritual forces of students.

Standards and axioms of moral professionalism

Every teacher aspires to become a professional. The existing standards of pedagogical professionalism make it possible to create a certain model of a teacher-master. A number of such features, of course, are focused on universal human values ​​and are historically conditioned by the transfer of experience from the older generation to the younger. A modern teacher, of course, must be a professional, a master, an intellectual, a psychologist, a sociologist, a technologist, an organizer, a curator, an innovator, a moral mentor, an inspirer, and a friend. The standards and axioms of pedagogical professionalism are something that should be inseparably accepted by those people who have devoted themselves to hard work: educating and educating the younger generation.

Axiom 1. A teacher must be able to love children.

To love children is, first of all, to understand them and accept them as they are, with their own strengths and weaknesses. A teacher who artificially divides students into "loafers", "promising", "difficult" and "ordinary", can easily fail to discern a person, fail to see someone's destiny. Loving a child is not allowing him to do whatever he wants. It was already noticed by the teachers of the past that discipline is not an educational club.

Constant bans like “no” either make the pupil insensitive to the word of the teacher, or cause a spirit of contradiction. Reasonable and constant demands accustom the student to a certain style of life. Stimulated by the teacher's love, volitional action becomes habitual after some time. Therefore, in the process of education, it is necessary to make the student feel that he is loved regardless of his misdeeds and external qualities.

To love a child means to be able to delve into the anxieties of each pupil, to be able to come to the rescue in time, to be able to listen to the moods of students, to be able to enter the secret layers of children's society and be accepted by them, to be able to resolve the contradictions of school life in a timely manner. This concept is manifested at the level of established moral relations with pupils. These relations should be characterized by such qualities as: trust, respect, exactingness, sense of proportion, justice, generosity, kindness, mutual assistance, mutual understanding, mutual respect, mutual exactingness and responsibility.

Axiom 2. The teacher should treat the children with respect.

The teacher's table elevates the adult above the children. He not only dictates the style, forms of communication, but also obliges to respect and protect the personality of the child.

Axiom 3 . The student has the right to ignorance.

Often the disrespectful, authoritarian position of the teacher in relation to the student is explained by the fact that the student still knows and knows too little compared to the teacher himself. However, prominent teachers of the past have repeatedly stated the fact that the teacher must respect children's ignorance. The pupil agrees to perceive knowledge and norms of behavior in society if the teacher respects his “ignorance” and, before ordering and demanding, explains the need for these actions and advises how best to proceed. The student has the right not to know, but he will strive for knowledge with a properly organized upbringing and educational process.

Axiom 4 . Angry teacher - non-professional .

Anger, rage, discontent, intemperance, hatred, if they completely take over the mind of the teacher, poison the mind of the student, cause psychoses, neuroses and other concomitant conditions and diseases. The future teacher needs to learn how to restrain his negative emotions, quickly calm down in difficult situations. Constant self-control develops the ability not to get irritated in the most critical situations. But at the same time, the teacher does not cease to be intolerant of the violation of the norms of public morality.

The teacher and the student's parents.

The success of educating students depends not only on the attitude of the teacher to his duties, his preparation, moral and psychological character, but also on the influence of the immediate microenvironment in which children live and are brought up.

Singling out the subsystem "teacher - parents of the student" in the system of moral relations, one must proceed from the fact that the family is the most important source of the formation of the child's moral positions, the consolidation of his moral and psychological attitudes. As many studies show, family education leaves a deep imprint on the formation of the moral qualities of the individual. The family is the primary collective where the child acquires some life experience and joins the moral norms prevailing in society.

A six-year-old man comes to school, who has already formed ideas about good and bad, beautiful and ugly. The teacher must know not only what ideas were formed in the child, but also in what conditions this formation took place. Therefore, it is important for him to establish contact with the parents of students, to make them allies in the matter of education. It is important for teachers and parents to become mutually interested people whose needs for friendly communication would become natural, organic, and would serve as the basis for the entire system of moral relations.

Requirements for the behavior of the teacher when establishing contacts with the parents of students .

Pedagogical morality provides for the identification of such requirements for the personality of the teacher, which are pedagogically appropriate and necessary when establishing contacts with the parents of students.

Among them stand out:

- Consciousness and moral responsibility to the parents of students for the results of training and education.

- Search for contacts with the parents of students and awareness of their responsibility for organizing such cooperation.

It has already been emphasized that the parents of students and the teacher are two parties mutually responsible for the upbringing of the child to society. The pedagogical expediency of this requirement is based on the need for comprehensive information about the child and taking it into account in the work of the teacher, as well as on the need to overcome discord in the requirements in relation to the child between the parties. At the same time, the contacts of the teacher with the parents of the students should be permanent.

- Prevention of insulting parental feelings by unreasonable assessment of the abilities, academic performance and behavior of children. After all, any negligence and bias in judgments about children is experienced by them and transmitted to their parents, who are sensitive to this. The teacher is obliged to give students only an objective description. When the class teacher is aware of family foundations and knows how to understand parental feelings, he speaks about the child respectfully and competently, acquiring allies in education and upbringing in the parents.

Moreover, the pedagogical expediency of this is great - the teacher introduces children to an important side of morality, makes them think about what interesting and respected people they live with. Sometimes the teacher, however, has to resort to efforts in order to overcome the alienation that could arise in the relationship between the child and his parents. The teacher, who was able to influence the growth of the authority of parents in the eyes of their children, also raises his own authority.

- Tactful presentation of the necessary requirements for parents in order to improve the upbringing of children and improve the pedagogical views of their parents, but without shifting their responsibilities to them.

This means that parents can make mistakes in some ways, commit non-pedagogical actions, neglect the upbringing of children in some ways, follow outdated views - and the teacher, for reasons of cooperation and creating favorable conditions for the pedagogical process, should help develop the pedagogical culture of parents, explain to them the evil pedagogical illiteracy in relation to their child. However, at the same time, the teacher should not try to shift his responsibilities to the parents, since by doing so he signs his own pedagogical impotence and unwillingness to bear responsibility for the student.

Analysis of critical remarks of parents of students in relation to the teacher .

Pedagogical morality requires the teacher to have a benevolent attitude towards the comments of parents addressed to him. Although, psychologically, it is far from always pleasant for a teacher to hear critical remarks, since many of those who express them are little versed in pedagogy in general.

Criticism from the parents of students becomes more specific and businesslike when the teacher himself organizes the parents for it, convincing them that he needs to know their opinion about whether students and parents understand him correctly, whether there are mistakes in the organization of the pedagogical process. A self-demanding teacher with developed self-criticism will always find something useful in the comments of his parents. Moreover, in the absence of criticism, the parents' dissatisfaction persists, leading to mutual misunderstanding and distrust of the teacher's authority. Ultimately, parents should also evaluate the positive qualities of the teacher.