Pedagogical activity and its features. Characteristics of pedagogical activity

Ministry of Education and Science of the Russian Federation

Kaluga State University K.E. Tsiolkovsky

Department of Pedagogy

on the topic Specificity of pedagogical work

Kaluga, 2011

Introduction

Features of the teaching profession

.V.A. Sukhomlinsky about the specifics of the teacher's work

The teacher and the personality of the child

Conclusion

Bibliography

Introduction

Labor is an expedient human activity aimed at creating material or spiritual benefits necessary to meet the needs of each individual and society as a whole.

The work of a teacher has a number of features that are due to the specifics of the educational process. During this process, the transfer of knowledge (i.e. systematized information) to students and the education of students are carried out.

The implementation of the educational process is possible when the teacher has a system of knowledge and is able to transfer this knowledge to students. Therefore, the most important requirement for the personal and business qualities of a teacher is professional competence, which means knowledge of the taught discipline and erudition. An incompetent teacher, who does not know the discipline he teaches well, can hardly transfer knowledge to students and arouse their interest in this discipline.

A characteristic feature of the educational process is the multifactorial nature of education. This means that family, school, out-of-school institutions, mass media, formal and informal contacts with other people have a significant influence on the upbringing of a person. However, the teacher should not passively observe the impact of these factors on students. A good teacher acts as a coordinator, commentator and even an opponent in relation to the factors influencing students, so the teacher must be a versatile educated, erudite person. At the same time, the knowledge of the teacher should be systematically improved, and professional competence implies the will to development and self-improvement.

A necessary condition for the successful activity of a teacher is the presence of educational abilities. The educational abilities of a teacher are determined by the totality of his knowledge and skills in the field of education. In particular, the teacher should know what education is in the broad social sense and in the narrow pedagogical sense; correlation of concepts personality formation , socialization And upbringing ; the essence and structure of education as a pedagogical phenomenon, its logic of development; the role of the main institutions of education in the process of formation and socialization of the personality; the place of education in the totality of factors of personality formation and development.

The teacher should be able to determine the limits of the possibilities of education and pedagogical activity in the development of the personality of the student; to coordinate the purposeful formative influences of all social institutions of education, ensuring the maximum realization of the potential of each of them; ensure the implementation of the functions of education in their logical sequence in a continuous educational and pedagogical process.

An important feature of the educational process is its duration. During this process, the teacher has to repeatedly meet with his students. Moreover, students grow up and the teacher has to not only repeat and consolidate the knowledge and skills acquired by the students, but also give them new knowledge based on the already laid foundation.

For the effective implementation of the educational process, the teacher needs a high level of moral and ethical maturity, because, communicating with the teacher, students perceive him not only as a carrier of knowledge, but also as a person. Moreover, the educational role of the teacher can be reduced to zero if he does not have moral and ethical maturity.

The moral and ethical maturity of a teacher includes honesty, decency, observance of moral and ethical standards accepted in society, loyalty to a given word, etc. There are different points of view on the work of a teacher. Some believe that the success of pedagogical activity depends only on the personal qualities of the teacher, and the methods used by him are of no particular importance. Others, on the contrary, focus on teaching methods and believe that the teacher is only a conductor of certain ideas, and his personal qualities are not of decisive importance.

This opposition is unjustified and pedagogical work gives the best results when a symbiosis of modern teaching methods and the talented activity of the teacher is ensured.

The quality of pedagogical work is largely characterized by psychological and pedagogical culture.

educational teacher moral Sukhomlinsky

1. Features of the teaching profession

The teaching profession is special in its essence, significance and inconsistency. The activities of a teacher in terms of social functions, requirements for professionally significant personal qualities, in terms of the complexity of psychological stress are close to the activities of a writer, artist, scientist. The peculiarity of the teacher's work lies primarily in the fact that its object and product is man, the most unique product of nature. And not just a person, not his physical essence, but the spirituality of a growing person, his inner world. That is why it is rightly believed that the teaching profession is one of the most important in the modern world.

The specificity of the profession of a teacher is expressed in constant communication with children who have their own worldview, their rights, their own conviction. Because of this, the leading side of the pedagogical skill of the teacher is the ability to correctly direct the process of development of the younger generation, so organize all the activities of students so that each of them has the opportunity to fully develop their inclinations and interests. Pedagogical work as a specific social phenomenon is characterized by special functions and consists of the following components:

a) labor as an expedient activity;

b) the subject of labor;

c) means of labor.

But in such a general form, these components are inherent in any type of labor. In this case, what is the specificity of pedagogical activity?

Firstly, pedagogical work as a socially significant activity consists in the formation of the younger generation, its human qualities. Pedagogical work is a process of interaction between a person who has mastered culture (teacher) and a person who masters it (student). In it, to a large extent, the social continuity of generations is carried out, the inclusion of the younger generation in the existing system of social ties, and the natural capabilities of a person in mastering a certain social experience are realized.

Secondly, the subject of labor is specific in pedagogical work. Here he is not the dead material of nature, not an animal or a plant, but an active human being with the uniqueness of individual qualities.

Such a specificity of the subject of pedagogical work complicates its essence, since the pupil is such an object that is already the product of someone's influence (family, friends, etc.). Having become the object of the teacher's work, he at the same time continues to be an object that is influenced by other factors that transform his personality. Many of these factors (for example, the mass media) act spontaneously, multifaceted, in various directions. The most important of them, which has the greatest persuasiveness and visibility, is real life in all its manifestations. Pedagogical work presupposes the correction of all these influences coming from both society and the personality of the pupil. Finally, the means of pedagogical work by which the teacher influences the pupil are also specific. On the one hand, they are material objects and objects of spiritual culture intended for the organization and implementation of the pedagogical process (drawings, photo, film and video materials, technical means, etc.). On the other hand, a pedagogical tool is a variety of activities, which include pupils: work, play, teaching, communication, knowledge.

In pedagogical work, as in other types of labor, the subject of labor and its object (subject) are distinguished. However, the student in this work is not only its object, but also the subject, since the pedagogical process will only be productive when it contains elements of self-education and self-education of the student. Moreover, the process of education and upbringing transforms not only the student, but also the teacher, influencing him as a person, developing some personality traits in him and suppressing others. Pedagogy is a purely human form of activity, born of the needs of social life, the needs of the development of human culture, which can be preserved and developed if society manages to pass it on to new generations. The pedagogical process in this regard is an indispensable condition for the existence of human history, its progressive development, without which material and spiritual culture could neither exist nor be used.

The purpose of the pedagogical process determines not only its organization, but also the methods of training and education, the whole system of relations in it. Changes in the historical forms of pedagogical activity are ultimately determined by the needs of society in certain types of human personality, which dictates the goals and objectives of education, its methods and means, directs the teacher's activity, although outwardly it may seem that the teacher himself chooses what he will teach and how. The result of pedagogical work is also specific - a person who has mastered a certain amount of social culture. However, if in material production, which is directed to nature, with the receipt of the product of labor, the process ends with this, then the product of pedagogical labor - a person - is capable of further self-development, and the influence of the teacher on this person does not fade away, and sometimes continues to influence him all his life. As we can see, the most important feature of pedagogical work is that it is a process of interaction between people from beginning to end. In it, the subject is a person, the tool of labor is a person, the product of labor is also a person. This means that in pedagogical work the goals, objectives and methods of teaching and education are carried out in the form of personal relationships. This feature of pedagogical work emphasizes the importance of moral aspects in it.

The work of a teacher has always been highly valued in society. The importance of the work performed by him, the authority has always determined a respectful attitude towards the teaching profession. Even the ancient Greek philosopher Plato said that if the shoemaker is a bad master, then the state will not suffer much from this - the citizens will only be slightly worse dressed, but if the educator of children does not perform his duties well, whole generations of ignorant and bad people will appear in the country. The great Slavic teacher Jan Amos Comenius, who lived in the 17th century, who is rightfully considered the founder of scientific pedagogy, wrote that teachers "are given an excellent position, higher than which nothing can be under the sun" (Komensky Ya.A. Selected ped. op. M ., 1955, p. 600). He argued that teachers are the parents of the spiritual development of students; The immediate concern of teachers is to set the students on a good example.

The significance of the teaching profession in society has always occupied an important place in the works of great teachers, writers, and public figures of our country. So, in the 19th century, K.D. Ushinsky, the founder of the Russian school of scientific pedagogy, emphasizing the high social role of the teacher in society, wrote: “The educator, standing on a par with the modern course of education, feels like a living, active member of the body, struggling with ignorance and the vices of mankind, an intermediary between everything that was noble and lofty in the past history of people, and a new generation, the keeper of the holy testaments of people who fought for the truth and for the good. He feels like a living link between the past and the future...” (Ushinsky K.D. On the Usefulness of Pedagogical Literature).

Considering pedagogy “in the broad sense as a collection of sciences directed towards one goal”, and pedagogy “in the narrow sense” as a theory of art “derived from these sciences”, K.D. Ushinsky in his work “Man as an Object of Education” wrote: “The art of education has the peculiarity that it seems familiar and understandable to almost everyone, and even an easy matter to others, and the more understandable and easier it seems, the less a person is familiar with it, theoretically or practically. Almost everyone admits that parenting requires patience; some think that it requires an innate ability and skill, i.e. skill, but very few came to the conclusion that in addition to patience, innate ability and skills, special knowledge is also needed ... ”(Ushinsky K.D. Selected ped. cit.: In 2 vols. 1. S. 229, 231).

K.D. Ushinsky emphasized that the teacher must have a wide range of knowledge in various sciences, allowing him to study the child in all respects. An important role in the pedagogical heritage of the great Russian teacher is given to the requirements for the personal qualities of the teacher. He argued that no statutes and programs can replace the individual in the matter of education, that without the personal direct influence of the educator on the pupil, true education that penetrates the character is impossible. V.G. Belinsky, speaking about the high social destiny of the teaching profession, explained: “How important, great and sacred is the rank of an educator: in his hands is the fate of a person’s whole life” (Belinsky V.G. Selected ped. cit. - M.-L., 1948 pp. 43). The great Russian writer L.N. Tolstoy, as you know, made a great contribution not only to literature, but also to the theory and practice of education. The experience of working in Yasnaya Polyana is still the subject of close study. Speaking about the teaching profession, he wrote: “If a teacher has only love for the job, he will be a good teacher. If a teacher has love only for the student, like a father or mother, he will be better than the teacher who has read the whole book, but has no love either for the work or for the students. If a teacher combines love for work and students, he is a perfect teacher ”(L.N. Tolstoy Ped. cit. - M., 1953. P. 342).

The ideas of progressive pedagogy about the social and moral role of the teacher were developed in the statements of famous public figures and teachers of the 20th century. A.V. Lunacharsky stated: “If the goldsmith spoils the gold, the gold can be poured. If precious stones deteriorate, they go to marriage, but even the largest diamond cannot be valued more in our eyes than a born person. Damage to a person is a huge crime, or a huge guilt without guilt. You need to work on this material clearly, having determined in advance what you want to make of it ”(Lunacharsky A.V. On public education. - M., 1958. P. 443). The last decade in the history of our country is characterized by complex, sometimes contradictory processes. Spiritual landmarks that until recently seemed unshakable are fading into the past. With the liquidation of the Iron Curtain, the process of interpenetration of spiritual values, both from the West and from the East, is rapidly gaining momentum. The domestic school and pedagogy are actively included in the global educational space, absorbing the positive experience of foreign pedagogy. At the same time, one cannot but admit that foreign pedagogical theories and technologies, which are not always adopted, are indeed progressive. At the same time, a huge stream of Western pseudo-culture falls upon students, which often forms a distorted idea of the essence of certain moral values. In these difficult conditions, the role of the teacher as a defender and conductor of moral values that have passed the test of millennia, including the characteristic values for Russia, is increasing more than ever.

. V.A. Sukhomlinsky about the specifics of the teacher's work

We are dealing with the most complex, priceless, expensive thing in life - with a person. From us, from our ability, skill, art, wisdom, depends on his life, health, fate, mind, character, will, civil and intellectual person, his place and role in life, his happiness.

The result of the teacher's work does not appear immediately, but after a long time. Compare: a turner has turned a part, he sees the final result of his work. And the teacher?! (Tell about a student who in the colony "gave" literature lessons, lessons in kindness, humanism.) The idea of a teacher's delayed influence on the student.

A child is brought up by a diverse environment, many factors, positive and negative, affect him. The mission (purpose) of a school, a teacher is to fight for a person, to overcome negative influences. This requires a smart, skillful, wise educator.

The teacher is not the only educator of the child in society, therefore, one should remember the multifactorial influence on the personality of the student. Here we see the "co-authorship" of the teacher, family and society in the upbringing of children.

The personality of a child can be compared to a block of marble, on which many sculptors and sculptors work.

The main sculptor is a teacher. He, like the conductor of a symphony orchestra, must unite and direct all influences on the student.

This is ideal, but in life it is very difficult and difficult.

The object of teacher's work is the spiritual life of the individual (mind, feelings, will, beliefs, consciousness). It is possible to influence these spheres only by the same. The personality of students can be formed only by the personality of the teacher - the personality of the creator, humanist, creator.

The object of our work is the constantly changing child, our work is the formation of man. This is a huge responsibility.

“And the teacher himself should burn with a constant desire to become better, more competent, more qualified. Such is the specificity, the originality of pedagogical work, responsible, difficult, complex, but priceless for society. Comments to the article. Plato (the ancient Greek philosopher) said that if the shoemaker is a bad master, then the state will not suffer much from this - the citizens will only be somewhat worse shod, but if the educator of children does not perform his duties well, whole generations of ignorant and bad people will appear in the country.

Let us dwell on one more feature of the teacher's work - this is the "polyfunctionality" (versatility, versatility) of the teacher's activity.

Scheme of roles-functions of the teacher in his activities

Another scheme of teacher roles is offered by psychologist Vladimir Levy.

Role recipe of the Teacher (according to V. Levy)

In order to productively and qualitatively perform their numerous functions in the process of independent pedagogical activity, the future specialist needs versatile training.

3. The teacher and the personality of the child

In his professional activity, the teacher is primarily connected with the students. However, the circle of communication of the teacher is much wider. An important role in the upbringing of the younger generation is also played by the pedagogically competent interaction of the teacher with his colleagues, with the parents of students, with the school administration, and other persons who are somehow related to the education and upbringing of students. Despite the importance of interaction at all these levels, it should be said that the teacher-student relationship comes first in terms of importance, it is they who play a decisive role in the educational process. The structure of the "teacher-student" relationship is a system of social connections, ranging from the simplest spatial, mental and social contacts to the most complex social actions and relationships that are sustainable.

The relationship between a teacher and a student is not chosen, but dictated by necessity: for the teacher - to work, teach, and for the younger generation - to study. The teacher does not choose students for himself, but enters into relationships with those who come to study. The student also does not choose a teacher for himself, he comes to a school where a certain group of teachers already works. True, it should be noted that the Law of the Russian Federation "On Education" (1992, 96) provides broad rights to teachers and students in terms of choosing an educational institution, if necessary, changing a school, class, etc., but in general in mass educational institutions traditional forms of relationships between teachers and students prevail. The relationship between the teacher and the child must also be considered from the side of the content of education. The teacher is the bearer of a particular area of scientific knowledge; in the educational process, he acts as an educator, a translator of the scientific worldview. At the same time, in interaction with students, he must also act as a highly moral person - the bearer of duty, conscience, honor, goodness, and justice.

A real teacher is an example for children and their parents, and the relationship between a teacher and a student acts as the basis for the process of education and upbringing. One of the prominent philosophers and educators of the past, John Locke, wrote about the significance of the example of the teacher: “His own behavior should in no case diverge from his prescriptions ... Bad examples, of course, act stronger than good rules, and therefore he must always carefully protect his pupil from the influence of bad examples ... "The author of the Great Didactics" Ya.A. Comenius also paid great attention to the relationship between teacher and students. He angrily spoke out against those teachers who are alienated from students, arrogant and disrespectful to them. The great teacher attached particular importance to the teacher's benevolent attitude towards children and advised teaching children easily and joyfully, "so that the drink of science is swallowed without beatings, without screams, without violence, without disgust, in a word, affably and pleasantly" (Ya.A. Komensky. Elected. ped. works M., 1982. S. 543).

The whole set of service, ideological, moral relations is the essence and content of the educational process. Moral relations occupy a special place in these relations. The modern level of development of education is characterized by the fact that the teacher's activity is seen not only as a simple process of direct influence on the child's personality (transfer of knowledge, persuasion by personal example and other methods and methods of pedagogical influence), but also as the organization of active cognitive activity of the student himself. Education is a two-way process in which the teacher is assigned not so much the role of a translator of knowledge, but rather a leader, inspirer and organizer of the cognitive activity of schoolchildren. It is no coincidence that Ya.A. Comenius took the following words as the epigraph to his book "Great Didactics": "Let the alpha and omega of our didactics be the discovery and discovery of a way in which students would learn less, and students would learn more."

However, in the system of “teacher-student” relations, the interacting parties are not equivalent in terms of their content and the strength of their influence on each other: their leading and most active side is the teacher. It is the moral views and beliefs of the teacher, feelings and needs, and most importantly - his actions that have a decisive influence on the moral relations that develop between them. If moral relations between a teacher and a student and a group of students develop incorrectly, then the teacher must first of all look for the reason for this in himself, since he is the leading subject of relations in the pedagogical process. Moral relations between the teacher and the student's personality perform a number of important functions for the pedagogical process. Let's name the main ones.

The moral relations of the "teacher-student" system are one of the most important conditions for the pedagogical process. Depending on the content, these relationships can either favor the pedagogical process or hinder it. Students, accepting the influence of the teacher and following his recommendations, must believe that the demands made on them are fair. The student's inner dislike for the teacher is easily transferred to all the ideas emanating from him and can cause such a strong internal resistance in the student that the tried and tested pedagogical means do not give the desired effect, and sometimes they can even give a result opposite to the expected one.

Pedagogical work is aimed at the transformation of man. Children, being the object of influence, in the process of pedagogical influence show a certain resistance, which, although akin to the resistance of any other material, is much superior to it in the richness of forms and the complexity of manifestations. “Why in technical universities,” wrote A.S. Makarenko, - we study the resistance of materials, but in pedagogical schools we do not study the resistance of the individual, when they begin to educate her ?! (A.S. Makarenko. Pedagogical essays in eight volumes. T. 1. M .: Pedagogy, 1983. P. 85).

The brain of a child, a teenager is not always “wax”, from which it is possible to “sculpt” the personality we need. It can also be a hard alloy, which is difficult to process in the necessary way. It can be more plastic in the case of a good relationship between teacher and student. Friendly relations based on respect for the personality of the child make the process of education and upbringing more humane, and ultimately more effective. With the democratization and humanization of education in our country, progress in pedagogy is associated precisely with a decrease in the share of coercion of students in the process of their education and upbringing and with an increase in the share of other means in it (increasing motivation for learning, the desire to learn something new, etc.). d.).

The moral relationship of the teacher with the student is the most important tool of education. These relationships from early school age practically include students in a certain type of moral relationship, introducing them to moral experience - the experience of respect, honesty, goodwill, or the experience of disrespect, hatred and enmity. The established moral relations are also significant for the teacher, since they affect his attitude to pedagogical work, which in some cases can bring joy and pleasure, and in others it becomes an unpleasant and joyless duty for him. The core component that permeates the entire system of relationships between the teacher and the child is respect for the personality of each student.

The pedagogical specificity of this requirement lies in the fact that respect is addressed not to an already established, formed personality, but only to one in the process of its formation. The attitude of the teacher to the student, as it were, anticipates the process of his formation as a person. It is based on knowledge of the development trends of the younger generation, which give grounds to project the socially significant personality traits of the child.

Practically none of the teachers openly raises objections to the moral requirement - respect for the student's personality. However, in practice, there is often a violation of this norm, which indicates the difficulties that the teacher has to overcome and which he cannot always successfully cope with. In addition, the attitude towards the student as a person requires the expenditure of nervous energy and additional time, since it does not tolerate a careless, superficial attitude towards a person. Therefore, respecting each student and seeing him as an individual is a difficult task for the teacher's mind and heart.

Conclusion

The word "teacher" has several close in meaning, almost synonymous terms: "educator", "mentor", "teacher". The latter should be considered in more detail. The word "teacher" is commonly used in both a broad and a narrow sense. In a broad sense, this is an authoritative, wise person who has a huge impact on people. The word "teacher" refers to people who have created their own schools in the fields of science, literature, art. This high title is rightfully borne by A.S. Pushkin, K. Stanislavsky, L.N. Tolstoy, F.M. Dostoevsky and other representatives of culture.

We will refer to this word in its narrow sense to professionals who teach and educate our children and thus have a huge impact on the spiritual development of the people, as well as to those people who teach adults.

High moral character, moral purity are the necessary qualities of a teacher's personality. Whether the teacher wants it or not, he gives his pets daily lessons in morality. Consequently, a cynic, a morally unscrupulous person should not be a teacher. Responsibility, conscientiousness, diligence - this is a necessary “arsenal” of teacher qualities. The fact is that he evaluates his activity, its results, first of all, himself, and it is very important that this assessment be impartial, objective. The words of the poet can be applied to the activities of the teacher that “he is his own highest court, he will be able to evaluate his work more strictly”.

Of all the moral qualities, the most essential for a teacher is love for children. This requirement is formulated in any textbook of pedagogy, it can be found in the works of every outstanding teacher, but, perhaps, V.A. Sukhomlinsky: “What does a good teacher mean? First of all, this is a person who loves children, finds joy in communicating with them, believes that every child can become a good person, knows how to be friends with children, takes children's joys and sorrows to heart, knows the soul of a child, never forgets that he himself was a child.

Each new generation, entering into life, must master the generalized experience of previous generations, which is reflected in scientific knowledge, morality, customs, traditions, methods and techniques of work, etc. The social purpose of the teacher is precisely to accumulate in himself this experience and in a concentrated form to pass on to your pets. “An educator who is on a par with the modern course of education,” wrote K.D. Ushinsky, "feels like a living link between the past and the future." The teacher manages the process of forming the personality of each of his students, thereby largely determining the prospects for the development of society.

Bibliography

1. Slastenin V.A. etc. Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing center "Academy", 2002. - 576 p.

Grigorovich L.A., Martsinkovskaya T.D. G83 Pedagogy and psychology: Proc. allowance. - M.: Gardariki, 2003. - 480 p.

Pityukov V.I. Fundamentals of pedagogical technology. - M., 1997.

Talyzina N. F . T16 Pedagogical psychology: Proc. allowance for students. avg. ped. textbook establishments. - M.: Publishing Center "Academy", 1998. - 288 p.

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a) labor as an expedient activity;

b) the subject of labor;

c) means of labor.

But in such a general form, these components are inherent in any type of labor. In this case, what is the specificity of pedagogical activity?

In pedagogical work, as in other types of labor, the subject of labor and its object (subject) are distinguished. However, the student in this work is not only its object, but also the subject, since the pedagogical process will only be productive when it contains elements of self-education and self-education of the student. Moreover, the process of education and upbringing transforms not only the student, but also the teacher, influencing him as a person, developing some personality traits in him and suppressing others. Pedagogy is a purely human form of activity, born of the needs of social life, the needs of the development of human culture, which can be preserved and developed if society is able to pass it on to new generations. The pedagogical process in this regard is an indispensable condition for the existence of human history, its progressive development, without which material and spiritual culture could neither exist nor be used.

The purpose of the pedagogical process determines not only its organization, but also the methods of training and education, the whole system of relations in it. Changes in the historical forms of pedagogical activity are ultimately determined by the needs of society in certain types of human personality, which dictates the goals and objectives of education, its methods and means, directs the teacher's activity, although outwardly it may seem that the teacher himself chooses what he will teach and how. The result of pedagogical work is also specific - a person who has mastered a certain amount of social culture. However, if in material production, which is aimed at nature, with the receipt of the product of labor, the process ends with this, then the product of pedagogical labor - a person - is capable of further self-development, and the influence of the teacher on this person does not fade away, and sometimes continues to influence him all over. life. As we can see, the most important feature of pedagogical work is that it is a process of interaction between people from beginning to end. In it, the object is a person, the tool of labor is a person, the product of labor is also a person. This means that in pedagogical work the goals, objectives and methods of teaching and education are carried out in the form of personal relationships. This feature of pedagogical work emphasizes the importance of moral aspects in it.

K.D. Ushinsky emphasized that the teacher must have a wide range of knowledge in various sciences, allowing him to study the child in all respects. An important role in the pedagogical heritage of the great Russian teacher is given to the requirements for the personal qualities of the teacher. He argued that no statutes and programs can replace the individual in the matter of education, that without the personal direct influence of the educator on the pupil, true education that penetrates the character is impossible. V.G. Belinsky, speaking about the high social destiny of the teaching profession, explained: “How important, great and sacred is the rank of an educator: in his hands is the fate of a person’s whole life” (Belinsky V.G. Selected ped. op. - M.-L., 1948, p. 43). The great Russian writer L.N. Tolstoy, as you know, made a great contribution not only to literature, but also to the theory and practice of education. The experience of working in Yasnaya Polyana is still the subject of close study. Speaking about the teaching profession, he wrote: “If a teacher has only love for the job, he will be a good teacher. If a teacher has love only for the student, like a father or mother, he will be better than the teacher who has read the whole book, but has no love either for the work or for the students. If a teacher combines love for work and students, he is a perfect teacher ”(L.N. Tolstoy, Ped. cit. - M., 1953. P. 342).

Introduction to Psychological and Pedagogical Activities: Textbook Chernyavskaya Anna Pavlovna

2.2. Features of pedagogical activity

The social purpose of the teacher, his functions largely determine the characteristics of his work. First of all, it is the social significance of labor, which is set by the perspective direction of activity. The future of our society is being laid at the humble teacher's table today. Those children who come to your classes will determine the development of society in 20-30 years. What they will be depends largely on their teachers. This leads to the next feature - a huge responsibility. If the turner allows marriage, then society will lose only the smallest piece of material values, and the teacher's mistakes are the fate of people.

One of the features of pedagogical activity is the huge dependence of the results of labor on the personality of the worker. In this respect, the work of a teacher is akin to the work of an actor. Another great K.D. Ushinsky wrote that personality is formed by personality, character is formed by character. The personality of the teacher, his individual qualities are, as it were, projected onto hundreds of his students. This applies to both the advantages and disadvantages of teachers.

A characteristic feature of the teacher's work is the high level of his employment. The fact is that it is very difficult for a teacher to disconnect from their professional activities even outside the school. And it is not always easy to determine where work is and where leisure is. Let's say the teacher reads the magazine "Youth" or watches the program "Time". What is it - work or leisure? Probably both.

The assertion of the classic of German pedagogy A. Diesterweg that a teacher can teach others only as long as he himself learns is absolutely true. Consequently, the great employment of the teacher is connected, first of all, with the need to constantly work on oneself, grow, and move forward. Stagnation, complacency are contraindicated for the teacher.

One of the arguments used by the "opponents" of the teaching profession, trying to dissuade young people from entering pedagogical educational institutions, is its alleged monotony and monotony. These "experts" say that repeating the same thing from year to year is the lot of the teacher. Let's try to answer them. Ask any teacher if it is possible to give two exactly the same lessons in two parallel classes. It is almost impossible: the classes are unique, and the lesson is creativity. In addition, the teacher, both in the classroom and in educational work, has to solve pedagogical problems every day. These tasks are classified as creative, because there is not and cannot be an absolutely reliable formula, scheme, template for their solution. In each situation, the teacher is faced with the unique personality of the student, each personality is deeply individual. In terms of creative potential, the profession of a teacher is on a par with the profession of an artist, actor, and sculptor. Indeed, teachers, like sculptors, mold the soul of a person, shaping his personality. As actors, they are constantly in front of the audience, playing a role, however, always the same one – of themselves.

A feature of pedagogical activity is that it is carried out in the course of interaction between the teacher and the student. The nature of this interaction is determined primarily by the teacher. The optimal type of such interaction is cooperation, which implies the position of equal, mutually respecting partners.

And about one more feature of pedagogical work: a teacher is a profession of eternal youth. Despite his age, he lives by the interests of the younger generation, communication with which gives him the opportunity to remain spiritually young all his life.

Summing up this section, we note that the features of pedagogical work include: great social significance, promising orientation, high social responsibility, creativity, high level of employment, associated with the constant need to work on oneself, which determines the role of the teacher's personality in the results of pedagogical work, constant communication with young people.

From the book Labor Psychology: Lecture Notes the author Prusova N V

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With the emergence of the profession of a teacher, however, family education, social education, spontaneous and accidental education of children and youth have not disappeared anywhere from public life.

As before, almost the entire society is engaged in a kind of pedagogical activity. The pedagogical component is present in the activities of any management structure; the pedagogical function is realized by art; doctors, journalists, directors become teachers-educators. Pedagogical activity turns into an attribute of universal culture.

Thus, the purpose of pedagogical activity is to form relationships between people in various fields.

Let's highlight these areas:

1. Family, family relations - a person is brought up primarily in the family, under the influence of parents, brothers, sisters and other relatives. At the same time, he has an impact on the people around him.
2. The sphere of self-education, the formation of oneself as a person, as a specialist. These processes begin around adolescence and then continue for most people throughout their lives.
3. Management sphere - in the collectives of enterprises. institutions and organizations; the person at the head of the team passes on his experience and knowledge to the young, leads them along.
4. The sphere of global interpersonal relations - the establishment of relationships, mutual understanding, cooperation, the ability to compromise, an agreement in the field of international, interpersonal relations.

We have identified areas in which general pedagogical activity is manifested. Its forms are quite versatile.

But along with general pedagogical activity, there is professional pedagogical activity. It is carried out by specially trained people - teachers.

Definition of pedagogical activity.

According to the psychologist L.M. Mitina, “pedagogical activity includes the professional activity of the teacher, aimed at solving the problems of development and education of the younger generation” Mitina L.M. The teacher as a person and professional. M.: - 1994, p.15..

Pedagogical activity is a type of professional activity, the content of which is training, upbringing, education, development of students (children of different ages, students of schools, technical schools, vocational schools, higher educational institutions, advanced training institutions, additional education institutions, etc. ) Introduction to pedagogical activity. M., Academy. 2000, p.6..

Features of pedagogical activity:

1. Pedagogical activity is unique. Uniqueness is determined by its object. The object of pedagogical activity is a living developing personality. A characteristic feature of the object of pedagogical activity is that it acts simultaneously as the subject of this activity. Therefore, for the success of pedagogical activity, not only interest in it, enthusiasm for it, responsibility for it is important. But its success also depends on the attitude of the children themselves to the teacher, i.e. from their relationship.
2. Many means are used in pedagogical activity, but the main one of them is the word of the teacher. His word is at the same time a means of expressing and cognizing the essence of the phenomenon under study, a tool for communication and organizing the activities of schoolchildren. Using the word, the teacher influences the formation of personal meaning, awareness of the significance of objects, processes and phenomena of the surrounding reality.
2. The results of pedagogical activity, firstly, “materialize” in the mental image of another person - in his knowledge, skills, and habits, in the features of his will and character; secondly, they are not immediately obvious, they can be distant in time. In the process of development of the child's personality, periods of progressive changes are observed, and there may be directly opposite ones. In some cases, there are difficulties in assessing the results of pedagogical activity from the current positions of society. For example, a teacher brings up moral values, guidelines, which, from the standpoint of today's specific situation, turn out to be unclaimed.
3. Let's consider one more feature of pedagogical activity that is very relevant today. Modern market relations suggest considering pedagogical activity as a sphere for the provision of educational services. These services include training in additional educational programs, individual educational routes, tutoring, etc. - something that goes beyond the relevant educational standards.

The logic of building a market for educational services dictates the need to protect consumer rights. Among his rights are: the right to information about services, the right to choose a service, and the right to guarantee the quality of services provided. In the education system, these consumer rights are ensured by the action of educational programs and educational standards. A variety of programs and standards form the field of choice of educational services. Educational programs are created in order to inform the consumer about the essence of services. Programs and standards act as a guarantor of the quality of educational services. In this sense, educational services are understood as those that can be provided by state institutions to the population, institutions and organizations. Thus, educational services are provided to society through educational activities in educational institutions.

So, we come to the understanding that teachers are engaged in expediently constructed, organized pedagogical activity. But a significant part of society in a certain area also takes part in pedagogical activity. The question arises - can a mass profession be based on a single talent, vocation? Or can anyone do this?

There is a concept of medical contraindications to the choice of professions, types of work, forms of professional training. Such contraindications can also be psychological. Contraindications are statements about which activities are not recommended or categorically unacceptable for certain health disorders, diseases, character traits.

These are the contraindications for the teaching profession that A.V. Mudrik.

If your health is poor and the doctors don't think it will get better, and you agree with them, then it's better to take a quieter job than teaching.

If you, despite long and hard work on yourself, have poor diction, then you better not go to the teacher.

If, despite all your efforts, you are unable to connect with people, then do not rush to enter a teacher training institution.

If people, younger or older, cause you persistent dislike or constantly annoy, then refrain, at least for a number of years, from entering the path of a teacher.

If your comrades say that you lack kindness, that you are often unfair, that you have a difficult character, consider whether you can get rid of these shortcomings before you become a teacher.

If you are captured by any idea, the realization of which is the conscious goal of your life, then do not rush to give it up and become a teacher.

But what if you are already studying at a pedagogical university?

There are two ways to correct the mistake: abandon the chosen path and try, after checking yourself well, to find your place; the second option is to force yourself to work hard to correct your shortcomings and work, work on yourself.

Pedagogical work is characterized by a very high nervous tension. In order to master the mass of children, to seize them with their pedagogical and educational influence, it is necessary, as the People's Commissar of Health I.A. Semashko noted, exceptionally high neuropsychological stress. The teacher's work is excessively large in volume, associated with limited opportunities for recreation and outdoor activities.

Contraindications to the choice of professions of this type (including teaching) are a weak nervous system, speech defects, inexpressiveness of speech, isolation, self-absorption, lack of sociability, pronounced physical disabilities (sadly), sluggishness, excessive slowness, indifference to people " stupidity", the absence of signs of disinterested interest in a person.

But what about someone who has already chosen the profession of a teacher, who has already become a student of a pedagogical educational institution? No need to despair, you need to work hard and persistently on yourself. A lot can be changed if you know what needs to be changed, what needs to be worked on. To do this, the book contains various kinds of tests with which you can test yourself and find out what qualities of the teacher's personality you need to develop in yourself Mudrik A.V. Teacher: skill and inspiration. M., 1996. S.38..

But the most important contraindication is the lack of desire to work with people, focusing only on one's own Self.

Having much in common with other types of activity, pedagogical activity differs from them in some features. Let's look at them briefly.

Features of pedagogical activity

1. The object of pedagogical activity - an individual (a child, a teenager, a young man), a group, a team - is active. He himself seeks to interact with the subject, shows his creativity, responds to the assessment of the results of activities and is capable of self-development.
2. The object of pedagogical activity is plastic, that is, it is subject to the influence of the subject, it is educable. He constantly develops, his needs change (this is the reason for activity), his value orientations, motivating actions and behavior develop and change.
It is legitimate to assert that the process of development of an individual is never completely completed. The content of pedagogical activity is built according to the concentric principle, or rather, in a spiral.
3. Pedagogical activity and process are very dynamic factors. The subject, taking into account the changing situation, is constantly looking for the best option for pedagogical actions, operations and means of pedagogical influence on the object of education. It combines science and practice, pedagogical creativity.
4. In addition to the subject-teacher, other, unregulated factors influence the development of the individual in pedagogical activity. For example, the surrounding social and natural environment, the hereditary data of the individual, the media, economic relations in the country, etc. This multifactorial influence on the individual often leads to the fact that the result of pedagogical activity is significantly at odds with the intended goal. Then the subject has to spend additional time and effort to correct the activity so that its product (result) meets the goal.
5. The subject and result of pedagogical activity are not material, but an ideal product that is not always directly observable. Its quality and level is often determined indirectly, rather than by direct measurement.
6. Pedagogical activity is a succession-promising activity. Based on previous experience, the subject organizes it; at the same time, it focuses on the future, on the future, predicts this future.
7. Pedagogical activity has a search and creative character. This feature is explained and caused by several reasons: the activity of the object of activity, the multifactorial influences on the object, the constant changeability of the conditions and circumstances in which the teacher finds himself in his professional work (this was already mentioned earlier). He inevitably almost every time has to re-design methods of interaction with pupils from known and mastered methods and means.
These are some of the features of pedagogical activity that distinguish it from other types. From this follows a number of features of the pedagogical process. Let's name some of them.

Nuances of the pedagogical process

Since pedagogical activity is a purposeful activity, the process is predominantly controlled. Meanwhile, this process takes place not only in artificial conditions, that is, controlled, but also in spontaneous, uncontrolled conditions. Thus, there is a planned process, aimed at achieving a conscious goal, as well as a spontaneous one, leading to a random result, i.e. desired or undesirable result, even neutral. And in this relationship, the controlled process does not always prevail, it happens that the unmanaged process wins. And one should not be surprised that the efforts of the teacher in educational work are sometimes supported, and sometimes destroyed by a spontaneous process. The teacher has to take into account this situation and conditions. And this is possible only with constant, rolling diagnostics.
The pedagogical process is a holistic process, simultaneously covering the physical, mental, social, and spiritual development of the individual. In addition, the individual, living among people, interacts with them, and with the group, and with the collective. And it is formed not in parts, but holistically.
Teachers in their activities will be successful with a humanistic approach to pupils. Humanization of the pedagogical process, relations with children means a respectful attitude towards children, the ability to appreciate in a child his unique identity, the formation of self-respect and dignity.
Pedagogical activity necessarily includes not only educational, but also a communicative process. Therefore, the culture of communication in this activity plays a special role. It is able to create an atmosphere of trust, warmth, mutual respect, benevolence in the relationship between the teacher and the pupil. Then the word of the teacher turns out to be an effective tool of influence. But rudeness, cruelty, intolerance in the same relationships, tactlessness in communication form an unfriendly atmosphere. In such a situation, the word of the educator irritates the pupil, is perceived by him negatively, oppresses him. Communication itself becomes joyless, undesirable for both the teacher and the pupil, and the word becomes an ineffective or even destructive factor.
In pedagogical activity there is also a process and management management. Usually the process is built vertically: from top to bottom, from leader to subordinate, from teacher to student. This process contains significant opportunities for imparting to this activity an atmosphere of kindness, benevolence, and genuine mutual respect in the relationship between leaders and subordinates. At the same time, the psychological barrier between them disappears; true cooperation is established between senior and junior, experienced and inexperienced members of the group. Of course, at the same time, the responsibility of the elders for the younger ones - moral, legal, psychological - remains, but it is softened, as if not noticed, and at the same time, as it were, is equally assigned to everyone.
The question of leadership style in general, the style of relationships between leaders and subordinates, is a special and big one. It is covered in more detail in another thread. Now let's just say that the democratic style, in contrast to the authoritarian and liberal, is more preferable. The style of management, which relies on the unquestioning, not allowing objections and discussions, the execution of an order, command, order, forms a passive, irresponsible, lack of initiative personality.