The professional growth of a teacher is a pedagogical phenomenon, the stages: self-determination, self-development, self-realization and self-improvement, the blocks: target, procedural-functional, resultant, are interconnected.
Target - priority areas of state policy - improving the quality of education, which depends on the quality of teaching: continuous prof. growth of the teacher: the first stage - prof. self-determination; the second is prof. self-development; the third - professional self-realization; the fourth is professional self-improvement. Professional self-determination is the search and finding of personal meaning in the work activity being mastered. Professional self-determination includes the adaptation and socialization of the teacher. Each stage of professional self-determination is accompanied by reflection. The purpose of the professional self-development of the teacher is to build a strategy for his own professional activity, its implementation, focusing on the personality of the child and the goals of the educational organization, consistent with the priorities of the state educational policy. The inter-test period is used for real professional development. Professional self-realization of a person is the realization of the existing potential, knowledge, skills and abilities in activity. A self-actualized teacher is a master who is able to share teaching experience. Professional self-improvement of a teacher is understood as a set of psycho-physiological, psychological and personal changes that occur in him in the process of performing activities, providing a qualitatively new, more effective level of solving complex professional problems in special conditions. Propaedeutic stage : diagnostics of abilities, vocational education, vocational consultation, involvement in activities (guidance, volunteering). In the college you can get a secondary specialized pedagogical education, in the university you can get a higher education. Vuzovsky:y The educational process at the university is carried out in such a way that students are offered various forms of education, both theoretical and practical. A graduate who has received a bachelor's degree (qualification) in pedagogical education must be ready to solve educational and research tasks focused on the analysis of scientific and scientific-practical literature in the field of education; ready for the types of professional activities in accordance with the level of their qualifications: research; organizational and educational; correctional-developing; teaching; cultural and educational; advisory. Undergraduate, graduate, postgraduate (according to the new Law) Postgraduate: advanced training, self-education. The concept of "competence", which characterizes the alloy of theoretical and practical readiness of a person to perform any activity. take responsibility for them. The competency-based approach focuses on building the educational process in accordance with the result of education: the curriculum or course initially contains distinct and comparable parameters for describing (descriptors) what the student will know and be able to "at the end". Pedagogical culture- characteristics of the personality and activity of the teacher, the system of pedagogical values, features of the activity and professional behavior of the teacher, components: humanistic pedagogical position and personal qualities; professional knowledge (methodological; theoretical; methodological; technological; psychological and pedagogical; general) and the culture of pedagogical thinking; professional skills (informational; goal setting; organizational; communicative; analysis and self-assessment; pedagogical technique; applied; planning of educational achievement; moral-volitional self-regulation) and the creative nature of pedagogical activity; self-regulation of personality and culture of professional behavior. The highest level of ped.activity: ped. mastery (a high degree of perfection - Makarenko) and innovation (a radical change in the educational process - innovative teachers: Amonashvili - to school from the age of 6).
Introduction
The strategic direction of the economic and social development of our country requires new highly qualified subjects of professional activity in all areas, which differ primarily in that they are carriers of the latest knowledge and technologies. With the change of requirements for the subject of activity, the requirements for the process of its professionalization change, which necessitates the design of a professional and educational environment and the corresponding conceptual, theoretical and technological support for this process. The development of the concept of professional development of the subject of activity is becoming an urgent scientific and practical task today.
The figure of a teacher is at the center of any innovative processes, because the future of Russia depends on how personally and morally developed graduates leave the walls of various educational institutions.
The range of tasks currently being investigated and solved by educational psychology is expanding. This is due not only to the fact that she studies the processes of socialization of the individual, but also, most importantly, the formation of the individual as an individual. Usually, the development of a person, a teacher, obeys the laws of interiorization, but there are also processes of under-interiorization (A.V. Mikhailov; V.P. Zinchenko). Thus, the subjective experience gained by a teacher in the course of his professional activity is often not a positive, but a negative factor for a developing student as one of the subjects of the educational process.
Therefore, the subject of research in educational psychology is the study of the patterns of formation and development of both the student and the teacher, whose level of professionalism indirectly affects the development of the student not only as a subject of learning, but also as a subject of integral life activity.
The process of professionalization in domestic psychological science is studied in connection with the ontogenetic development of a person, his personal qualities, the place and role of abilities and interests, the formation of the subject of labor, the problem of the life path and self-determination, the identification of the requirements imposed by the profession on a person, the formation of professional consciousness and self-awareness within the framework of various schools and directions.
Thus, V.A. Mashin considers professionalization as one of the central processes of human development in adulthood, which is aimed not so much at mastering a fixed volume of professional actions, but at transforming the subject of activity itself.
L.M. Mitina, comparing the personal and professional development of a teacher, notes the process of breaking the stereotypes of traditional forms of professionalization, determines the relationship between professional development and personal development, which are based on the principle of self-development, which determines the ability of a person to turn his own life activity into an object of practical transformation, leading to creative self-realization . She distinguishes three stages of professionalization: adaptation, formation and stagnation, and considering professional development as a continuous process of self-design of a person allows us to single out three stages of its restructuring: self-determination, self-expression and self-realization.
O.P. Shchotka also connects a person's personal development with a professional one, considering them in the context of professional development. According to the author, professional development is a dynamic multi-level process that takes a significant period of life and is not limited to vocational training. The transition to each subsequent stage is laid down on the previous one and is accompanied by the emergence of a number of contradictions and normative crises in the subject.
The purpose of the work was to identify the pedagogical conditions for the professional growth of a teacher.
In accordance with both the goal and the hypothesis put forward, the following tasks were solved:
1) to analyze the psychological and pedagogical literature on the problem of the professional growth of the teacher's personality;
2) identify and theoretically substantiate the stages and conditions of professional growth;
3) develop a system of psychological and pedagogical techniques and methods for studying the conditions for the professional growth of a teacher.
Chapter I . Professional growth of teachers in education
1. Psychological patterns of professionalization
One of the main tasks of psychological science and practice is to help a person to realize himself most fully and effectively in work, to get satisfaction from the labor process. The solution of this problem is possible only on the basis of studying the psychological patterns of labor activity, the role of mental functions and their individual characteristics in the implementation of labor tasks, the characteristics of the process of mutual adaptation of a person and various components of activity (its means, content, conditions and organization), which is the main subject work psychology research.
The study of the psychological aspects of various types of human labor activity is also based on the achievements of various branches of psychology (for example, social psychology, differential psychology, psychophysiology, personality psychology). In the psychology of labor activity, theoretical and methodological materials from a number of other sciences and fields of knowledge are widely used: sociology, pedagogy, physiology and occupational health, medicine, technical aesthetics, computer science, cybernetics.
The psychological features and patterns of human labor activity, the content of practical recommendations to ensure its effectiveness and safety are, to one degree or another, specific to each specialty and profession. This specificity, sometimes uniqueness, is determined by the specific content of a number of characteristics, components of labor activity (means, process, conditions, organization, subject of labor), which can be considered as its classification features.
The problem of the professional development of an individual is a reflection of a more general problem of the relationship between the individual and the profession as a whole. There are two main paradigms of this interaction. The first is to deny the influence of the profession on the individual. Proponents of this approach proceed from the traditional thesis, coming from ancient Greek idealistic philosophy, about the original "professionalism" of a person. This means that, having chosen a profession, the personality does not change throughout the entire time of the implementation of labor functions.
In particular, the American researcher T. Parsons believed that in order to choose the right profession, an individual must have a clear idea of himself and his abilities. In addition, the individual must be aware of the requirements imposed on him by the profession and the possibilities for achieving the goals set. The selection stage ends with the establishment of a correspondence between the requirements of the profession and the abilities of the individual. This approach showed an overly simplistic view of personality and profession. The labor activity of the individual, at the same time, was understood as a mechanical sum of tasks and labor functions.
The second paradigm of interaction between profession and personality is characteristic of most foreign researchers and is generally accepted in Russian psychology. It consists in recognizing the fact of the influence of the profession on the personality and the change in personality in the course of professional development. The process of forming the personality of a professional was called professionalization in domestic psychology.
Professional development is an integral part of the professionalization of the individual. It begins at the stage of mastering the profession and continues at subsequent stages. Moreover, it does not end at the stage of independent performance of activities, but continues until the person completely retires from business, acquiring a specific form and content.
Consider several holistic concepts of the professional development of the individual.
The central place in the concept of professional development, developed by T.V. Kudryavtsev, is occupied by the development of the staging of the process of professional development. Stage I - the emergence of professional intentions. Its criterion is a socially and psychologically justified choice of profession. Stage II - vocational training. The purpose of this stage is the reproductive assimilation of professional knowledge, skills and abilities. Psychological criterion - professional self-determination. Stage III - the process of active entry into the profession. The criteria for this stage are sufficiently high performance indicators, a certain level of development of the PVK and psychological comfort. Finally, the last stage is the full realization of the personality in the profession. The level of implementation is characterized not only by a high degree of mastery of the operational sphere, but by its creative implementation, the formation of an individual style, as well as a constant desire for self-improvement.
In this concept, great importance is attached to crisis situations that arise during the transition from one stage to another. These crises are caused by a mismatch between the expected and achieved results, a fragile concept of oneself and the construction of a new one.
The main disadvantage of this concept is that the stages of professional development are correlated with the stages of a person's life path and, therefore, are limited by time frames. Despite the shortcomings, this concept allows us to outline the prospects for further development of the study of the process of professionalization.
Among the foreign concepts of professional development, let us dwell on the views of D. Super. The development of this concept was a reaction to the shortcomings of the static approach to the study of professional development problems.
According to D. Super, the choice of a profession is a long process, as a result of which the child increases his connection with life. The main attention should be paid to changing a person's behavior in the process of professional development, the process of which is individually unique and unique.
In the process of professional development, D. Super identifies the following stages:
1. Stage of awakening (from birth to 14 years). The self-concept develops through the child's identification with significant adults. In the first phase of this stage - the fantasy phase (4-10 years old) - professional roles are played out in the child's fantasies; in the phase of interests (11-12 years old), professionally significant preferences are formed; in the phase of abilities (13-14) years, individual abilities are tested, ideas about professional requirements and education appear.
2. Stage of research (from 15 to 24 years). The individual tries to try himself in various roles while focusing on his individual capabilities. In the tentative phase (15-17 years old), a preliminary professional choice is made, one's own capabilities are assessed; in the approbation phase (20-24 years old) a search for a field of activity in professional life is being carried out. Between these two phases there is another one - the transition phase (17-20 years). In this phase, an attempt is made to realize the self-concept.
3. Stage of consolidation (25-44 years). The individual strives for a stable position in professional terms.
4. At the stage of conservation (36-64 years old), professional development goes on without going beyond the found professional field, which is possible at the previous stage.
5. Stage of recession (from the age of 65) there is a development of new roles: partial participation in professional life, observation of the professional activities of others.
The most important achievement of the presented concept is that professional development is understood as a long, holistic process of personality development.
It should be noted that insufficiently elaborated issues in the concept of D.Super. He considers the process of professional development as a quantitative increase in some parameters, that is, the concept of development is replaced by the concept of increase; qualitative differences between the stages are not introduced. And here, as in other concepts, the stages of professional development correlate with the stages of the life path, that is, as strictly determined by age limits. The internal contradictions that arise at each stage, as a result of which the transition to the next stage is possible, are not considered.
Thus, professional development is a rather complex process that has a cyclical nature. In the course of professional development, a person not only improves his knowledge, skills and abilities, develops professional abilities, but may also experience the negative impact of this process. Such an impact leads to the appearance of various kinds of deformations and conditions that reduce not only professional success, but also negatively manifest themselves in "non-professional" life. In this regard, we can talk about ascending (progressive) and descending (regressive) stages of professional development.
With a partial regression of professional development, one element is affected. Complete regression means that negative processes have affected individual structures of the psychological system of activity, leading to their destruction, which can reduce the efficiency of work. A sign of the negative influence of the profession on the personality is the appearance of a variety of professional deformations or specific conditions (for example, mental "burnout").
The word "deformation" (from lat. distortion) means a change in the physical characteristics of the body under the influence of the external environment. The deformation extends to all aspects of the physical and psychological organization of a person, which change under the influence of the profession. This effect is clearly negative, as is evident from the examples given by researchers (curvature of the spine, myopia in office workers, and so on). Occupational deformation can lead to difficulties in daily life and a decrease in work efficiency.
The mechanism of occurrence of professional deformation has a rather complex dynamics. Initially, unfavorable working conditions cause negative changes in professional activity later. Then, as difficult situations are repeated, these negative changes can accumulate and lead to a restructuring of the personality, which is further manifested in behavior and communication.
Thus, the profession can significantly change the character of a person, leading to both positive and negative consequences. The difficulty of combating professional deformation lies in the fact that, as a rule, it is not realized by the worker. Therefore, it is very important for professionals to be aware of the possible consequences of this phenomenon and to treat their shortcomings more objectively in the process of interacting with others in everyday and professional life.
2. Psychological features of the teacher's personality
How full-fledged the mental and personal development of schoolchildren, the development of their motives and needs, interests and inclinations, independent creative thinking, their self-awareness, social activity and moral upbringing, largely depends on the teacher as a person and as a professional. New social demands at the present stage of development of society do not reduce the relevance of this problem; on the contrary, they sharpen it, fill it with new qualitative content - an increased emphasis on the interaction of theory and practice in the psychology of pedagogical work (both in analysis and in the process of preparing a teacher). The practical pedagogical influence of the teacher on the student, carried out without taking into account the psychological mechanisms of the development of the child's personality, will not only not lead to the desired goal, but will also slow down the development of the child's personality, close the way for him to creativity and self-actualization.
Domestic pedagogical psychology has accumulated the richest research material in the field of the psychology of pedagogical work. P.P. Blonsky, L.S. Vygotsky, F.N. Gonobolin, V.A. Kan-Kalik, S.V. Kondratieva, V.A. Krutetsky, N.V. Kuzmina, Yu.N. Kulyutkin, N.D. Levitov, A.K. Markova, L.M. Mitina, A.V. Petrovsky, V.A. Slastenin, I.V. Strakhov, G.S. Sukhobskaya, A.I. Shcherbakov - this is by no means a complete list of researchers whose fundamental works can be referred to by any interested reader.
In the psychology of pedagogical work, it is customary to highlight the characteristics of the teacher's personality, activities and pedagogical communication. When analyzing the psychology of personality, teachers identify, first of all, those features, traits, manifestations of the personality that meet the requirements of the teaching profession, ensure the successful mastery of full-fledged pedagogical activity, i.e. acquire professional pedagogical significance. V.A. Krutetsky and E.G. Balbasov identified four substructural blocks in the structure of professionally significant qualities of a teacher's personality (meaning a kind of reference model of a teacher):
1) ideological and moral moral character;
2) pedagogical orientation;
3) pedagogical abilities - general and special;
4) pedagogical skills and abilities.
The greatest attention was paid to the study of pedagogical abilities - general (required by all teachers, regardless of the subject taught) and special (taking into account the specifics of the subject taught).
Most pedagogical ability models fall into four subgroups:
1) system models;
2) structural models;
3) pseudo-predictive;
4) predictive models.
The first subgroup includes system models of pedagogical abilities. For example, the model of pedagogical abilities of secondary school teachers, which were studied by F.N. Gonobolin. The author revealed the properties of individuality, the structure of which constitutes the actual structure of the main components of pedagogical abilities:
1) the ability to make educational material accessible to students;
2) the teacher's understanding of the student;
3) creativity in work;
4) pedagogical volitional influence on children;
5) the ability to organize a children's team;
6) interest in children;
8) its imagery and persuasiveness;
9) pedagogical tact;
10) the ability to connect the subject with life;
11) observation (in relation to children);
12) pedagogical exactingness, etc.
The second subgroup includes the so-called structural models of pedagogical abilities, hypothetically influencing the effectiveness of teaching. So, V.A. Slastenin, defining pedagogical skills as the highest form of professional orientation of the individual, identified four sublevels of the teacher's personal organization, including:
1) a list of properties and characteristics of the teacher's personality;
2) a list of requirements for psychological and pedagogical training;
3) the volume and content of academic training;
4) the volume and content of methodological training in a particular specialization.
From this hypothetical structure, the main components of pedagogical abilities are derived:
2) general academic abilities (intellectual, etc.);
3) private didactic abilities (special or skills in teaching methods in specific disciplines).
The third subgroup includes the so-called pseudo-predictive models of pedagogical abilities.
According to N.V. Kuzmina, a teacher, in addition to organizational skills, must also have communicative, constructive, projective and gnostic abilities.
The fourth subgroup includes the so-called predictive models of pedagogical abilities, for example, J. Raines. With the help of specially trained experts, a sample of six thousand teachers was surveyed during an open lesson in 1,700 US schools. The survey was conducted over a period of six years. Upon completion of the collection of information, the entire array of rating data was subjected to factor analysis. It was possible to find nine factors that influence the formation of the image of a good teacher:
1) the factor of empathy (friendliness) - self-centeredness (indifference);
2) the factor of efficiency (consistency) - carelessness;
3) the factor of conducting lessons that stimulate the creative abilities of students - boring, monotonous teaching;
4) factor of benevolent - unfriendly attitude towards students;
5) acceptance factor - non-acceptance of the democratic type of teaching;
6) factor of benevolent - unfriendly attitude towards the administration and other staff of the school;
7) the factor of inclination towards the traditional - liberal type of teaching;
8) factor of emotional stability - instability;
9) factor of good verbal understanding.
One component of general abilities is considered separately as their main core, as an absolutely indispensable prerequisite for successful educational work. This is a disposition towards children, which is characterized by a cordial attachment to them, a desire, aspiration (and even a vital need) to work with them. The disposition of the teacher towards the students is expressed in a feeling of deep satisfaction from pedagogical communication with them, from the opportunity to penetrate into a kind of children's world, to influence the formation of the child's psyche, in an attentive, benevolent and sensitive attitude towards them (but not in softness, irresponsible condescension and sentimentality), in sincerity and simplicity of dealing with children. As studies show, all successful teachers are distinguished by this very feature.
A teacher of labor needs such special abilities as technical thinking, technical spatial imagination, technical observation, technical memory, combinatorial ability, technical dexterity, a sense of practical expediency, etc.
The teacher's personality develops and forms in the system of social relations, depending on the spiritual and material conditions of his life and activity, but above all - in the process of pedagogical activity and pedagogical communication. Each of the areas of teacher's work makes special demands on his personal qualities; the success of pedagogical activity is largely due to the level of development of certain personal qualities that are interconnected, which allows them to be structured in a certain way (Fig. 1).
As can be seen in the figure, all elements of the system are connected with each other at the horizontal and vertical levels and form a single whole - the personality of the teacher.
The central level of the structural-hierarchical model of the teacher's personality is made up of such professionally significant qualities as pedagogical goal-setting (P Ts), pedagogical thinking (P M), pedagogical orientation- (P N), pedagogical reflection (PR), pedagogical tact (PT). Note that each of these qualities is a combination of more elementary and private personal properties that are formed in activity, communication and to a certain extent depend on hereditary inclinations. The highest level is made up of pedagogical abilities - design-gnostic and reflective-perceptual, which are considered as a special combination of personal qualities and properties.
Rice. 1. Structural-hierarchical model of the teacher's personality (according to L.M. Mitina)
The list of personal qualities of a teacher is very significant: thoughtfulness, politeness, exactingness, attentiveness, good breeding, impressionability, endurance and self-control, flexibility of behavior, citizenship, humanity, efficiency, discipline, goodwill, conscientiousness, kindness, ideological conviction, initiative, sincerity, collectivism, criticality , logic, love for children, observation, perseverance, sociability, organization, responsibility, responsiveness, patriotism, pedagogical erudition, political consciousness, decency, truthfulness, foresight, adherence to principles, self-criticism, independence, modesty, courage, quick wit, justice, striving for self-improvement , tact, a sense of the new, self-esteem, sensitivity, emotionality.
Harmony in the structure of the teacher's personality is achieved not on the basis of a uniform and proportional development of all qualities, but primarily due to the maximum development of those abilities that create the predominant orientation of his personality, giving meaning to the whole life and activity of the teacher. Researchers in the psychology of the work of a teacher are practically unanimous in the fact that the main factor in shaping the structure of a teacher's personality is the pedagogical orientation of his activity. It is the pedagogical orientation as a stable system of motives that determines the teacher's behavior, his attitude to the profession, to his work, but above all to the child (focus on him, acceptance of the child's personality). According to L.M. Mitina, the lack of this professionally significant quality of personality in a teacher leads to the fact that the individual psychological content of the child is depersonalized ... the entire moral realm.
Experts, in essence, say the same thing, attaching particular importance to such a component as disposition towards children, which permeates all aspects of the teacher's activity. These same ideas are at the center of attention of representatives of humanistic psychology.
In the studies of a prominent domestic psychologist N.D. Levitov shows the components of pedagogical authority, primarily in the activities of a teacher as an educator. It aims to ensure that students change in accordance with educational goals; it is organically connected with the entire personality of the teacher as a whole, in all the diversity of its manifestations; the attitude of schoolchildren to an authoritative teacher for them is characterized by emotional coloring, emotional richness. In psychological terms, the problem of teacher authority is associated with the study of characterological (core) personality traits; qualities that prevent the teacher-educator from being authoritative; the formation (gaining) of authority and its dynamics (including the rise and fall) and the question of the very process of the teacher's influence on children.
An important professional quality of a teacher is his resistance to stress. The manifestations of stress in the work of a teacher are diverse and extensive. So, first of all, frustration, anxiety, exhaustion and burnout stand out. In domestic studies, the list of teachers' stress reactions includes up to 14 different manifestations. Therefore, stress resistance is considered as a professionally significant quality of a teacher's personality.
An important factor in social adaptation to stressful situations is the developed socio-psychological tolerance (tolerance) of the teacher's personality. Intolerance is largely due to personality stereotypes, negative attitudes of interpersonal evaluation. Its manifestation can be influenced by various character traits: aggressiveness, self-centeredness, goodwill, dominance, etc.
In the work of A.A. Rean and A.A. Baranov revealed the advantage of teachers of a high level of pedagogical skill in terms of the level of development of socio-psychological tolerance (based on indicators of irritability and reactive aggressiveness) over teachers of a low level of pedagogical skill, which significantly affects the degree of stress resistance of teachers. The intolerance of low-performing educators increases their exposure to stress. The drop in indicators of irritability with a decrease in aggressiveness is evidence of the positive contribution of tolerance to stress resistance of highly successful teachers.
With the growth of internal control, teachers of a high level of pedagogical skill cope more effectively with the difficulties (stressors) of the educational process. At the same time, in teachers of a low level of pedagogical skill, frequent professional failures leading to an increase in stress reactions negatively affect the internal localization of control over significant events, which, in turn, contributes to the development of a mechanism for counteracting stress by the type of protective externality.
The growth of self-esteem in the group of highly successful teachers is positively associated with stress tolerance, while in teachers of low levels of pedagogical skill it reflects an increase in the degree of exposure to stress.
In the study of L.M. Mitina showed that the degree of social adaptation (emotional stability): a) on average for groups of teachers is lower than for other professional groups (engineers, pilots, etc.); b) for many teachers (more than 30%) the indicator of social stability is equal or even lower than for patients with neuroses; c) in the group of young teachers this indicator is higher than in the group of teachers with experience; d) the level of social adaptation of teachers working with teenagers is higher than that of teachers working with junior and senior grades.
3. Professional self-development of a teacher as a condition for the development of a teacher's personality
The assertion of K. D. Ushinsky that a teacher lives as long as he studies takes on special significance in modern conditions. Life itself has put the problem of continuous pedagogical education on the agenda. A. Diesterweg wrote, referring to the teacher: "He is only able to actually educate and educate until he himself works on his own upbringing and education."
The ability to "create oneself" in accordance with social and moral ideals, in which professional competence, a rich spiritual life and responsibility would become the natural conditions of human life, the most urgent need of the day.
Professional self-development, like any other activity, is based on a rather complex system of motives and sources of activity. Usually the driving force and source of self-education of the teacher is the need for self-improvement.
There are external and internal sources of self-development activity. External sources (requirements and expectations of society) act as the main ones and determine the direction and depth of the necessary self-development. The teacher's need for self-education, caused from outside, is further supported by a personal source of activity (beliefs, a sense of duty, responsibility, professional honor, healthy pride, etc.). This need stimulates a system of self-improvement actions, the nature of which is largely determined by the content of the professional ideal. In other words, when pedagogical activity acquires a personal, deeply conscious value in the eyes of the teacher, then the need for self-improvement manifests itself, then the process of self-development begins.
For the deployment of self-development processes, the level of formation of self-esteem is of great importance. Psychologists note two methods of forming a correct self-esteem. The first is to correlate the level of one's claims with the result achieved, and the second is to compare them with the opinions of others. If the claims are low, then this can lead to the formation of inflated self-esteem. A study of the nature of difficulties in the activities of teachers showed that only those who set high goals for themselves have difficulties. These are, as a rule, creatively working teachers. Those who do not have high expectations are usually satisfied with the results of their work, highly appreciate them, while reviews of their work are far from desirable. That is why it is so important for every person who has chosen the teaching profession to form in his mind the ideal image of a teacher.
If self-development is treated as a purposeful activity, then self-analysis should be its mandatory component. Pedagogical activity makes special demands on the development of cognitive mental processes: thinking, imagination, memory, etc. It is no coincidence that many psychologists and teachers in a number of professionally significant personality traits of a teacher name the ability to distribute attention, professional memory for faces, names, mental states, pedagogical imagination , observation, etc.
An integral part of professional self-development is the teacher's self-educational work.
Mastering the skills and abilities of independent work begins with the establishment of a hygienically and pedagogically sound daily routine. It is necessary to plan your educational and extracurricular activities in such a way that there is time for both self-educational work and cultural recreation.
In the activities of a teacher, who is characterized by a culture of mental work, the following components are manifested:
1) culture of thinking as a set of skills of analysis and synthesis, comparison and classification, abstraction and generalization, "transfer" of acquired knowledge and methods of mental activity to new conditions;
2) a stable cognitive process, skills and abilities of creative solution of cognitive problems, the ability to focus on the main, most important problems at the moment;
3) rational techniques and methods of independent work on obtaining knowledge, perfect command of oral and written speech;
4) hygiene of mental labor and its pedagogically expedient organization, the ability to use one's time wisely, to expend physical and spiritual strength.
The most effective way of professional self-education of a teacher is his participation in the creative search of the teaching staff, in the development of innovative projects for the development of an educational institution, author's courses and pedagogical technologies, etc.
Self-development has, as it were, a double pedagogical result. On the one hand, these are the changes that occur in personal development and professional growth, and on the other hand, the mastery of the very ability to engage in self-development. It is possible to judge whether the future teacher has mastered this ability by whether he has learned to carry out the following actions.
1) goal-setting: set professionally significant goals and objectives of self-development;
2) planning: choose the means and methods, actions and techniques of self-development;
3) self-control: to compare the course and results of self-development with what was planned;
4) correction: to make the necessary amendments to the results of work on oneself.
Mastering such actions takes time and certain skills. Therefore, researchers distinguish 3 stages of professional self-development.
At the initial stage of mastering professional self-education, its goals and objectives are not specific, their content is not sufficiently defined. They exist in the form of an indefinite desire to become better in general, which appears when exposed to external stimuli. The means and methods of self-education have not yet been fully mastered. The process of self-education proceeds as a learning procedure, so the student needs the help of a co-worker. side of a significant other (the teacher).
At the second stage of mastering self-development, goal-setting becomes more definite and concrete. At the same time, the goals and objectives that the student sets for himself relate to the specific qualities of his personality. Much in the procedures of self-development depends on external circumstances. However, as experience is gained, the procedures for implementing self-development are reduced. Discretion, self-instruction, self-criticism are essential manifestations of self-development at this stage.
At the third stage of self-development, the teacher independently and reasonably formulates his goals and objectives. At the same time, the content of self-development rises from private qualities to global or general professionally significant personality traits. Planning of work on oneself, selection of means of self-influence are carried out easily. All the main actions of self-development - goal-setting, planning, self-control, self-correction - are carried out automatically, naturally.
4. The development of the creative individuality of the teacher, influencing professional growth
At present, the statement that pedagogical activity is creative in nature has become generally accepted. The humanization of education largely depends on the orientation of the teacher towards creativity in his activities. The level of creativity shows the measure of the teacher's realization of his abilities and is the most important characteristic of his personality, which determines the author's pedagogical style.
The creative individuality of the teacher is characterized primarily by the need for self-realization, i.e. striving for the fullest possible realization of their potential in professional activities. The need for self-realization is characteristic of a person with a sufficiently developed self-awareness, capable of making a choice.
In this regard, the idea of the unity of the potential and the actual in the development of the teacher's personality acquires theoretical and practical significance. According to this idea, it is necessary to take into account not only already manifested, existing, but also potential personality characteristics, those natural features that have not yet manifested themselves. The form of the potential is the goals, aspirations, ideals of the individual, as well as objective prospects and opportunities for its development.
S.L. Rubinstein emphasized that a person as a person is characterized not only by what he is, but also by what he wants to become, what he actively strives for, i.e. he is characterized not only by what has already taken shape and constitutes the content of his inner world and activity, but also by what is the sphere of possible development.
The activity of innovative teachers, masters of pedagogical work proves that the brighter the individuality of the teacher, the more harmoniously professionalism and spiritual culture are combined in him, the more peculiar he perceives, evaluates and transforms the surrounding reality, and therefore he is more interesting to students, has greater opportunities to influence development. their personalities.
Creative individuality is manifested not only in the assimilation of the culture accumulated by mankind and the development of individual spiritual culture on this basis. First of all, it is expressed in active transformative activity, in the processes of personal choice and personal contribution, and in the full surrender of oneself.
Unlike creativity in other areas (science, technology, art), the teacher's creativity does not aim to create a socially valuable new, original, since its product is always the development of the individual. Of course, a creatively working teacher, and even more so an innovative teacher, creates his own pedagogical technology, but it is only a means to obtain the best result under given conditions.
The creative potential of a teacher is formed on the basis of two components: pedagogical professional and social experience.
Without special training and knowledge, successful pedagogical creativity is impossible. Only an erudite and specially trained teacher, based on a deep analysis of emerging situations and awareness of the essence of the problem through creative imagination and a thought experiment, is able to find new original ways and means of solving it.
The teacher often has to solve many typical and non-standard pedagogical tasks in changing circumstances. Solving these problems, the teacher, like any researcher, builds his activity in accordance with the general rules of heuristic search: he analyzes the pedagogical situation; designs the result in accordance with the initial data; analyzes the available means necessary to test the assumption and achieve the desired result; evaluates the received data; formulates new tasks.
Consequently, creative pedagogical activity consists of the following stages: the emergence of an idea, its development and transformation into an idea - a hypothesis, the search for a way to translate the idea and idea. The experience of creativity is acquired by the teacher under the condition of systematic exercises in solving specially selected tasks that reflect the pedagogical reality, and organizing both educational and real professionally oriented activities of future teachers.
Often the sphere of manifestation of the teacher's creativity is involuntarily narrowed, reducing it to a non-standard, original solution of pedagogical problems. Meanwhile, the creativity of the teacher is also manifested in the solution of communicative tasks, which act as a kind of background and basis for pedagogical activity.
In the sphere of personality, pedagogical creativity manifests itself as a self-realization of a teacher based on self-awareness as a creative individuality, as the definition of individual ways of one's professional growth and the construction of a self-improvement program.
There are the following levels of pedagogical creativity:
1. Reproduction of ready-made recommendations (elementary interaction with the class): the teacher uses feedback, corrects his influences based on its results, but he acts "according to the manual", "according to the template", according to the experience of other teachers.
2. Optimization of activities in the lesson, starting with its planning, when creativity is manifested in the skillful choice and expedient combination of content, methods and forms of teaching already known to the teacher.
3. Using the creative possibilities of live communication with students.
4. The use of ready-made techniques with the introduction of a personal beginning, corresponding to the creative individuality of the teacher, the characteristics of the personality of the pupil, the specific level of development of the class.
So, pedagogical creativity in itself is a process that begins with the assimilation of what has already been accumulated (adaptation, reproduction, reproduction of knowledge and experience), moving on to the transformation of existing experience. This is the path from adaptation to the pedagogical situation to its transformation, which is the essence of the dynamics of the teacher's creativity.
Often, creativity is associated only with advanced pedagogical experience. However, this is not entirely true. Excellence refers to the excellence of a teacher. His experience may not contain anything new, original, but serve as a model for teachers who have not yet mastered pedagogical skills. In this sense, what has been achieved by the master teacher is an advanced experience worthy of dissemination. This is typical for the first and second levels of pedagogical creativity.
The third and fourth levels of pedagogical creativity contain elements of creative search, novelty, originality and usually lead to innovation. It opens up new paths in educational practice and pedagogical science. The consequence can be both partial changes in the content of education and pedagogical technologies, and global transformations in the field of education. Therefore, it is innovative experience that is subject to analysis, generalization and dissemination in the first place.
The creative potential of any person, including a teacher, is characterized by a number of personality traits, which are called signs of a creative personality. There are various lists of such features. Some authors highlight the ability of a person to notice and formulate alternatives, to question the obvious at first glance, to avoid superficial formulations; the ability to delve into the problem and at the same time break away from reality, to see the future; the ability to refuse orientation to authorities; the ability to see a familiar object from a completely new perspective, in a new context; willingness to abandon theoretical judgments, dividing into black and white, move away from the usual life balance and stability for the sake of uncertainty and search.
Others refer to the signs of a creative person as ease of association (the ability to quickly and freely switch thoughts, the ability to evoke images in the mind and create new combinations from them); the ability to make value judgments and critical thinking (the ability to choose one of many alternatives before checking it, the ability to transfer decisions); readiness of memory (mastery of a sufficiently large amount of systematized knowledge, orderliness and dynamism of knowledge) and the ability to generalize and discard the inessential.
Conditions for the development of the creative individuality of the teacher. A number of studies have established a set of conditions necessary for the formation of professional self-awareness of a future teacher. They contribute to the teacher's need for creative professional activity. Among the conditions are the following:
1) the focus of consciousness on itself as the subject of pedagogical activity;
2) experiencing conflicts;
3) the ability to reflect;
4) organization of self-knowledge of professional and personal qualities;
5) use of joint forms of activity;
6) wide involvement of the future teacher in various types of professional and normative relations;
7) providing an opportunity for the most complete comparison and evaluation of professionally important qualities, skills and abilities; the formation of a correct evaluative attitude towards oneself and others, etc.
Each teacher, one way or another, transforms the pedagogical reality, but only the teacher-creator actively fights for cardinal transformations, and he himself is a clear example in this matter.
Chapter II . experimental part
1. Object, subject, hypothesis, research methods
The subject of the study is a complex of pedagogical conditions for the professional growth of teachers.
Object - professional growth of teachers
Research hypothesis: we assumed that young inexperienced specialists have a higher level of partial formation and readiness for professional and pedagogical self-development.
Research methods - methods "Motivation for success", "Motivation to avoid failure", "Readiness for risk", developed by T. Ehlers, as well as the method of N.P. Fetiskin "Diagnostics of the level of partial readiness for professional and pedagogical self-development".
2. Sample characteristic
The study involved 16 teachers of secondary schools: secondary school No. 44, secondary school No. 35, secondary school No. 36. Of these, 8 young professionals (24-35 years old), 7 teachers of the older generation (45-55 years old) and 1 teacher of retirement age (62 years old).
3. Methodological tools
In the work we used several complementary methods of T. Ehlers. One of them was a test designed to diagnose the motivational orientation of a person to achieve success (Appendix 1).
The questionnaire consists of 41 statements, to which the subject must give one of 2 answers "yes" or "no". The test belongs to monoscale methods. The degree of motivation for success is assessed by the number of points that match the key.
1 point is awarded for “yes” answers to the following questions: 2, 3, 4, 5, 7, 8, 9, 10, 14, 15, 16, 17, 21, 22, 25, 26, 27, 28, 29 , 30, 32, 37, 41. Also, 1 point is awarded for “no” answers to questions: 6, 19, 18, 20, 24, 31, 36, 38,39. Answers to questions 1.11, 12.19, 28, 33, 34, 35.40 are not taken into account. Next, the total score is calculated.
The second method was the “Motivation to avoid failure” test (Appendix 2). It offers words in 30 lines, three words per line. In each line, you must choose only one of the three words.
One point is awarded for the following answers: 1/2; 2/1; 2/2; 3/1; 3/3; 4/3; 5/2; 6/3; 7/2; 7/3; 8/3; 9/1; 9/2; 10/2; 11/1; 11/2; 12/1; 12/3; 13/2; 13/3; 14/1; 15/1; 16/2; 16/3; 17/3; 18/1; 19/1; 19/2; 20/1; 20/2; 21/1; 22/1; 23/1; 23/3; 24/1; 24/2; 25/1; 26/2; 27/3; 28/1; 28/2; 29/1; 29/3; 30/2. The first digit before the slash means the line number, the second digit after the slash is the column number in which the desired word is. The higher the sum of points, the higher the level of motivation to avoid failures, to protect: from 2 to 10 - low motivation to protect; from 11 to 16 - the average level of motivation; from 17 to 20 - high level of motivation; over 20 points - too high a level of motivation to avoid failures, protection.
The next method we used was the Schubert method, which allows us to assess the degree of readiness for risk. Risk is understood as an action at random in the hope of a happy outcome, or as a possible danger, as an action performed under conditions of uncertainty.
The test consists of 25 questions. Answers are evaluated according to the following scheme: 2 points - yes, I completely agree; 1 point - more likely yes than no; 0 points - neither yes nor no; something in between; -1 point - rather no than yes; -2 points - no. Positive responses indicate a propensity to take risks.
The result is calculated according to the following scheme: less than -30 points: the person is too cautious; -10 to +10 points: average value; over +20 points: the person is risk-averse.
Then we revealed the level of partial readiness for professional and pedagogical self-development. With the help of this technique, the subject evaluates himself on a 9-point scale for each indicator. After scoring, we determined the level of formation of skills and abilities of self-development in the subjects. The level of partial formation and readiness for pedagogical self-development is evidenced by the quantitative indicators given in Table 1.
Table 1
Quantitative indicators of readiness for pedagogical self-development
4. Research results
Research has shown that people who are moderately success-oriented tend to take moderate risks. Those who are afraid of failure prefer a small or, conversely, too high a level of risk. The higher the motivation of a person to succeed and achieve the goal, the lower the willingness to take risks. At the same time, the motivation for success also affects the hope for success: with a strong motivation for success, the hopes for success are usually more modest than with a weak motivation for success. In addition, people who are motivated to succeed and have high hopes for it tend to avoid high risk.
A high willingness to take risks is accompanied by a low motivation to avoid failure (protection). It turned out that out of 16 subjects, 10 in 75% of cases are ready to take risks.
Research has also yielded the following results:
1) willingness to take risks decreases with age;
2) more experienced workers are less willing to take risks than inexperienced ones (the experiment shows that 7 young professionals out of 8, and 3 experienced workers out of 8 subjects are ready to take risks in 75% of cases);
Even as a result of the analysis of the experiment, we found out that the majority of the subjects are ready for professional self-development (56% of the subjects). Young professionals have low quantitative indicators of the cognitive, gnostic components and an average indicator of the ability to self-manage in pedagogical activity, and high indicators for the following components: communication, organizational skills.
Comparing the results for all 7 criteria, we saw that among young, inexperienced teachers, the level of partial readiness for professional and pedagogical self-development is higher than among the older generation of teachers. Quantitative indicators are shown in Figure 2.
Conclusion
Outside of self-education, the idea of personal and professional development of a teacher is not feasible. Sociologists argue that the prospect of the development of society is the transformation of activity into amateur activity (general sociological law), development into self-development, education into self-education.
The development of the personality of a professional is characterized by an active transformation of his inner world, determined by the processes of self-movement of the personality and its activities, the ability to get into a practical relationship with its life as a whole. However, going beyond the existing conditions of life does not predetermine that these conditions will actually change. Internal resources are needed, energetically exceeding the inertia of the existing conditions of existence, contributing to the awakening of the I-spiritual, which determines the constant development of the individual in the profession.
The results of the study made it possible to show that the personal development of a professional is a complex process, and at each stage it is provided by various mechanisms.
We have identified several stages of professionalization in the course of work. At the first stage of professionalization, the main activity of the individual is manifested in the sphere of hobbies, as well as training and education. At the next stage of formation in the profession, there is an increased interest in the spheres of professional and social life. At the III stage of professionalization, values are realized in the spheres of professional life and training and education. The sphere of hobbies also occupies a high place among the spheres of manifestation of human activity. At the first stage of professionalization, such a value as financial position is of the greatest importance; the position is indifferent to other values. At the next stage of becoming in the profession, the preferred value is the preservation of one's own individuality. Also, their own prestige, creativity, active social contacts, and achievements acquire high significance. At the III stage of formation, preference is given to creativity, spiritual satisfaction and self-development. The need for prestige, high financial position and achievements has been sharply reduced. Even the importance of preserving one's own individuality is reduced, which indicates the transition from individualization to integration.
As a result of our experiment, we saw that more experienced workers have a lower willingness to take risks than inexperienced ones.
Research has shown that people who are moderately and highly success-oriented tend to take moderate risk. Those who are afraid of failure prefer a small or, conversely, too high a level of risk. The higher the person's motivation for success - achieving the goal, the lower the willingness to take risks.
Those who are highly motivated to succeed and have a high willingness to take risks have fewer accidents than those who have a high willingness to take risks but a high motivation to avoid failure (protection). Conversely, when a person has a high motivation to avoid failure (protection), then this prevents the motive for success - achieving the goal.
After analyzing the results of experimental work, we came to the conclusion that young specialists have a higher level of partial readiness for professional self-development than teachers of the older generation. Thus, our hypothesis is proven. The goal has been reached. The tasks set before us at the beginning of the work were fulfilled in full.
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Annex 1
Test "Motivation for success"
1. When there is a choice between two options, it is better to make it faster than to postpone it for a certain time.
2. I get easily annoyed when I notice that I can't complete a task 100%.
3. When I work, it looks like I'm putting everything on the line.
4. When a problematic situation arises, I am most often one of the last to make a decision.
5. When I have no business for two days in a row, I lose my peace.
6. Some days my progress is below average.
7. I am more strict with myself than with others.
8. I am more friendly than others.
9. When I refuse a difficult task, I then severely condemn myself, because I know that in it I would have succeeded.
10. In the process of work, I need small breaks to rest.
11. Diligence is not my main feature.
12. My achievements in work are not always the same.
13. I am more attracted to other work than the one I am busy with.
14. Blame stimulates me more than praise.
15. I know that my colleagues consider me an efficient person.
16. Obstacles make my decisions harder.
17. It's easy for me to be ambitious.
18. When I work without inspiration, it is usually noticeable.
19. When doing work, I do not count on the help of others.
20. Sometimes I put off what I should have done now.
21. You need to rely only on yourself.
22. There are few things in life that are more important than money.
23. Whenever I have an important task to do, I don't think about anything else.
24. I am less ambitious than many others.
25. At the end of my vacation, I am usually glad that I will be back at work soon.
26. When I am disposed to work, I do it better and more qualified than others.
27. I find it easier and easier to communicate with people who can work hard.
28. When I have nothing to do, I feel uncomfortable.
29. I have to do responsible work more often than others.
30. When I have to make a decision, I try to make it the best I can.
31. My friends sometimes consider me lazy.
32. My success depends to some extent on my colleagues.
33. It is pointless to oppose the will of the leader.
34. Sometimes you don't know what kind of work you have to do.
35. When something goes wrong, I am impatient.
36. I usually pay little attention to my achievements.
37. When I work with others, my work produces greater results than the work of others.
38. Much of what I undertake, I do not bring to the end.
39. I envy people who are not busy with work.
40. I do not envy those who strive for power and position.
41. When I am sure that I am on the right track, I go to extreme measures to prove my case.
Appendix 2
Test "Motivation to avoid failure"
| 1 | 2 | 3 | |
| 1 | Bold | Vigilant | Enterprising |
| 2 | Gentle | Timid | Stubborn |
| 3 | Careful | Decisive | Pessimistic |
| 4 | fickle | unceremonious | Attentive |
| 5 | Unintelligent | Cowardly | Unthinking |
| 6 | Nimble | Boyky | prudent |
| 7 | cold blooded | wavering | daring |
| 8 | Swift | Frivolous | fearful |
| 9 | unthinking | cutesy | Improvident |
| 10 | Optimistic | Conscientious | Sensitive |
| 11 | Melancholy | Doubting | Unstable |
| 12 | Cowardly | Careless | Excited |
| 13 | Reckless | Quiet | fearful |
| 14 | Attentive | Imprudent | Bold |
| 15 | Reasonable | Fast | Courageous |
| 16 | Enterprising | Careful | prudent |
| 17 | Excited | scattered | Timid |
| 18 | craven | Careless | unceremonious |
| 19 | shy | Indecisive | Nervous |
| 20 | Executive | devoted | Adventurous |
| 21 | prudent | Boyky | Desperate |
| 22 | Tamed | Indifferent | Careless |
| 23 | Careful | Carefree | Patient |
| 24 | Reasonable | Caring | Brave |
| 25 | foresight | Intrepid | Conscientious |
| 26 | Hasty | shy | Carefree |
| 27 | scattered | Reckless | Pessimistic |
| 28 | prudent | Reasonable | Enterprising |
| 29 | Quiet | unorganized | fearful |
| 30 | Optimistic | Vigilant | Carefree |
Annex 3
Risk Readiness Test
1. Would you exceed the speed limit in order to provide the necessary medical assistance to a seriously ill person faster?
2. Would you agree to participate in a dangerous and lengthy expedition for the sake of good earnings?
3. Would you stand in the way of an escaping dangerous burglar?
4. Could you ride on the footboard of a freight car at speeds over 100 km/h?
5. Can you work normally the next day after a sleepless night?
6. Would you be the first to cross a very cold river?
7. Would you lend a large amount of money to a friend, not quite sure that he would be able to return this money to you?
8. Would you enter a lion cage with a tamer with his assurance that it is safe?
9. Could you climb a tall factory chimney with outside guidance?
10. Could you manage a sailboat without training?
11. Would you dare to grab a running horse by the bridle?
12. Could you ride a bike after 10 glasses of beer?
13. Could you make a parachute jump?
14. Could you, if necessary, travel without a ticket from Tallinn to Moscow?
15. Could you make a car tour if your friend, who was recently in a serious traffic accident, was driving?
16. Could you jump from a height of 10 meters onto the fire brigade tent?
17. Could you have a life-threatening operation to get rid of a protracted illness with bed rest?
18. Could you jump off the footboard of a boxcar moving at 50 km/h?
19. Could you, as an exception, go up with seven other people in an elevator designed for only six people?
20. Could you blindfold a busy street intersection for a large monetary reward?
21. Would you take a life-threatening job if it paid well?
22. Could you calculate the percentage after 10 glasses of vodka?
23. Could you, on the instructions of your boss, take up the high-voltage wire if he assured you that the wire is de-energized?
24. Could you fly a helicopter after some preliminary explanations?
25. Could you, having a ticket, but without money and food, get from Moscow to Khabarovsk?
Appendix 4
Table 2.
Diagnostics of the level of partial readiness for self-development
| 1 to 9 points | |
| 1. Awareness of the personal and social significance of continuous education in pedagogical activity | |
| 2. The presence of persistent cognitive interests in the field of pedagogy and psychology | |
| 3. Sense of duty and responsibility | |
| 4. Curiosity | |
| 5. The desire to get a high assessment of their self-educational activities | |
| 6. The need for psychological and pedagogical self-education (PPSO) | |
| 7. The need for self-knowledge | |
| 8. Ranking of the ESRP among the 9 most significant activities for you | |
| 9. Self-confidence | |
| 10. Level of general education knowledge | |
| 11. The level of general educational skills | |
| 12. The level of pedagogical knowledge and skills | |
| 13. The level of psychological knowledge and skills | |
| 14. Level of methodological knowledge and skills | |
| 15. Level of expertise | |
| 16. Positive attitude towards the learning process | |
| 17. Criticality | |
| 18. Self-reliance | |
| 19. Purposefulness | |
| 20. Will | |
| 21. Ability to work | |
| 22. The ability to bring what you started to the end | |
| 23. Courage | |
| 24. Self-criticism | |
| 25. The ability to set and solve cognitive problems | |
| 26. Flexibility and efficiency of thinking | |
| 27. Observant | |
| 28. Ability to analyze pedagogical activity | |
| 29. Ability to synthesize and generalize | |
| 30. Creativity and its manifestations in pedagogical activity | |
| 31. Memory and its efficiency | |
| 32. Satisfaction from knowledge | |
| 33. Ability to listen | |
| 34. Ability to master different types of reading | |
| 35. The ability to highlight and assimilate certain content | |
| 36. Ability to prove, justify judgments | |
| 37. The ability to systematize, classify | |
| 38. Ability to see contradictions and problems | |
| 39. Ability to transfer knowledge and skills to new situations | |
| 40. The ability to abandon established ideas | |
| 41. Independence of judgment | |
| 42. Ability to plan time | |
| 43. Ability to plan your work | |
| 44. The ability to rebuild the system of activity | |
| 45. Ability to work in libraries | |
| 46. Ability to navigate the classification of sources | |
| 47. Ability to use office equipment and computer information bank | |
| 48. Ability to master various techniques | |
| 49. Self-assessment of the independence of one's own activity | |
| 50. Ability for introspection and reflection | |
| 51. Ability to self-organize and mobilize | |
| 52. Self-control | |
| 53. Hard work and diligence | |
| 54. Ability to accumulate and use the experience of self-educational activities of colleagues | |
| 55. Ability to cooperate and mutual assistance in professional pedagogical self-education | |
| 56. The ability to organize self-educational activities of others (primarily students) | |
| 57. Ability to defend one's point of view and convince others in the course of discussions | |
| 58. The ability to avoid conflicts in the process of joint activities | |
The analysis of psychological and pedagogical literature, which considers the issues of professional self-improvement of a teacher, has been carried out. The main directions, representing the main elements of the mental content of the dynamics of the mental support of labor (including professional) activity, are considered. Determining the parameters of a professional in various spheres of life, tracing the main changes that occur in these parameters as a person's professionalism increases, led the author to understand the importance of the mechanism of self-development in the professional development of a person. The problem of professional and personal development is considered from the standpoint that the main internal mechanism of personality development is a conscious, qualitative change in oneself. The development of a positive attitude towards oneself is considered as a personal resource for the professional success of a modern teacher. A significant way to improve oneself today is active participation in the life of the professional community, professional competitions, creative associations, socially significant projects, and the achievement of social recognition of the results of activity. Through such activity, the teacher gets the opportunity to go beyond program-defined activities, expand the possibilities of personalization and receive social confirmation of their own viability and competence. The professional activity of a teacher is immersed in the context of an innovative educational environment, which requires from its subject an increased level of development of the ability for personal and professional growth.
teacher's professional growth
professional and personal development
professional self-improvement
personal growth
1. Vershlovsky, S.G. The teacher of the era of change, or how the problems of the teacher's professional activity are solved today / S.G. Vershlovsky. - M.: September, 2002. - 160 p.
2. Volgina, I.V. Personal and professional development of teachers of institutions of additional education / I.V. Volgina // Pedagogical education in Russia. - 2011. - No. 4.
3. Ezhak, E.V. Personal resource of a teacher in the context of professional success / E.V. Ezhak // Humanitarian and social sciences. - 2014. - No. 4.
4. Klimov, E.A. Introduction to the psychology of work. Textbook for university students. / E.A. Klimov. - M.: Publishing house of Moscow State University, 1988. - S. 101-102.
5. Petrovsky A.V. General psychology / A.V. Petrovsky. - M., 1976.
In modern conditions of modernization of education, the issues of professional training of specialists who are able to be competitive in the labor market, who are fluent in their profession, and who are competent, are becoming increasingly important.
One of the most important areas of psychological research of a person's professional development - his formation as a professional - is the analysis of the dynamics of the mental support of labor (including professional) activity. Methodologist of practical psychology, labor psychology and career guidance E.A. Klimov distinguishes five main directions in the professional development of an individual (development of the subject of labor), which actually represent all the main elements of the mental content of this development. Consider them:
1) “the acquisition by a person of an increasingly precise and broad orientation in the environment (natural, technical, social, informational)”;
2) "the formation of orientation, in particular labor, professional (development of the need for productive socially valuable activities)";
3) "assimilation (and improvement as one's acquisitions) of socially developed methods of action and use of tools, means of activity";
4) "the formation of a system of sustainable personal qualities that create the possibility of successful performance of activities ... (ability)";
5) "development ... knowledge about oneself".
Obviously, a person who wants to achieve success must develop. Self-development involves constant work on oneself. It affects all spheres of human life: career, love, friendship, hobbies, etc. Without the desire for self-improvement, personal growth, successful professional activity is impossible. In turn, personal growth is the desire for an ideal, the desire to become better, to strengthen one's self-esteem. In fact, this is a component of success in any business. This is the work that must be done by a person on himself.
Personal growth is necessary for professional success, it gives you the opportunity to achieve your goals and make your dreams come true. The gradual personal growth of a young specialist, of course, entails a change in the content of his professional activity.
The study of the problem of professional self-development in psychology is represented by works on professional development, the psychology of professionalism, and professional suitability. The initial thesis of most domestic research is the idea of determining the development of a personality by activity, and therefore a person is studied from the standpoint of his compliance with the profession and successful activity in it.
Analyzing research in this area, we find that professional self-development is a purposeful process of improving professionalism, determined by the person himself. Personal development occurs in the process of successfully mastering professional activities that are significant for the subject. The formation of a professional is possible only as a result of the unity of development, both professionalism and personal development. The study of a person during his life path shows that the formation and manifestation in him of the qualities of an active subject of activity last as long as this activity continues. At the same time, only significant activity can become the basis of self-development.
Determining the parameters of a professional in various spheres of life, tracing the main changes that occur in these parameters as a person's professionalism increases, led to an understanding of the importance of the mechanism of self-development in the professional development of a person. Establishing the level achieved by a person as a subject of activity is traditionally assessed by the results in professional activity, the compliance of its properties with the requirements of activity.
For a person, a profession is a source of existence and a means of personal self-realization. Professionalization has an impact on the personality, it can stimulate it or, conversely, destroy it, thus acting as a factor in personal self-development.
An analysis of the research allows us, as a conclusion, to single out the most significant characteristic of self-development: the main internal mechanism for the development of a personality consists in a conscious, qualitative change in oneself, self-development of a personality is associated with the formation of subjectivity. Subjectivity is a qualitative indicator of personality self-development. Professional self-development is an internally conditioned progressive self-change of a person, expressed in a change in the quality of his professional activity and dialectically connected with the dynamics of change in this quality.
The personal result of a person's professional development is undoubtedly much broader than the traditionally distinguished forms of professional experience - knowledge, skills.
In professional activity, it is almost impossible to separate the personal from the professional. In this regard, the meaning of professional activity coincides to the maximum extent with the realization of the main human need - to be a person, the need for self-fulfillment, self-realization.
Technological and informational changes in the world are happening so rapidly that once received a good education today can no longer become a guarantee of the effectiveness of further work without systematic and continuous personal improvement and development. Without constant updating of previously acquired knowledge and skills, without a skillful analysis of the situation, tracking changes in regulatory documents and legislation, the results of a specialist's activity can be recognized as unprofessional. In some professions, which include pedagogical activity, this provision is not yet given to everyone indisputable and obvious, although the real state of affairs suggests the opposite.
The system of modern education is characterized by inertia, adherence to traditions, and resistance to change. Any significant innovations are perceived by the environment rather painfully. At the same time, the traditional system of retraining and advanced training of higher education teachers is not able to fully provide continuous education, therefore each of them is obliged to independently support their professional growth and personal development.
The national doctrine of education in the Russian Federation, among the priority tasks facing the domestic education system, highlights the organization of the educational process, taking into account modern scientific achievements; systematic renewal of all aspects of education; continuity of education throughout a person's life; creation of programs that implement information technologies in education; training of highly educated people and highly qualified specialists capable of professional growth and professional mobility in the conditions of informatization of society and the development of new science-intensive technologies. In this regard, the ongoing modernization of the education system in Russia imposes special requirements on the level of qualification of teaching staff implementing educational programs of the new generation, in particular, on their continuous professional and personal self-development.
The task of forming an independent, responsible and socially mobile personality capable of successful socialization in society and active adaptation in the labor market determines the need to train teachers capable of personal self-determination and self-development, for constant personal growth. Scientists note that the teacher has three possibilities or three ways in determining the prospects for his development: the path of adaptation, the path of self-development and the path of stagnation (disintegration of activity, degradation of the personality). Adaptation makes it possible to adapt to all the requirements of the education system, to master all types of activities, to master role positions. Self-development allows you to constantly improve yourself, change, and ultimately fully realize yourself as a professional. Stagnation occurs when, according to Vershlovsky, the teacher "stops in his development, lives by exploiting stereotypes, old baggage" . As a result, professional activity decreases, immunity to the new increases and, as a result, even that which once allowed to be at the level of requirements is lost.
Personal and professional growth and self-improvement throughout the entire period of pedagogical activity is an indispensable condition for the successful activity of a teacher. Self-education is a necessary constant component of the life of a cultured, enlightened person, an occupation that always accompanies him.
Thus, the personal and professional growth of a teacher is understood as a continuous process of revealing one's personal and professional potential, which affects pedagogical activity in general. Of course, the most important thing in this is the personal interest of the teacher in self-improvement. If a teacher strives for self-development and personal growth, aims at deepening knowledge and skills, broadening his horizons, then the stages of his personal and professional growth will look like this:
Rice. 1. Stages of personal and professional growth of a teacher
Professional development and formation of a teacher without a well-constructed self-educational process is impossible. Self-education can be considered in two senses: as "self-education" (in the narrow sense - as self-learning) and as "self-creation" (in the broad sense - as "creation of oneself", "self-construction"). In the second case, self-education is one of the mechanisms for transforming the teacher's personality into a creative person. Therefore, professional growth can also be called the search for your own path.
The key to the successful growth of a teacher will be systematic independent, interested work with scientific and methodological publications, developments, recommendations, where the experience of colleagues is presented. The wider the outlook of the teacher, the more seriously he is theoretically savvy, the easier it will be to find the most successful method, the form of presenting the material, the greater the spectrum of his skill.
In the perspective of modern research on the teacher as a subject of professional activity, great importance is attached to personal potential as a specific "internal support" that allows creating productive conditions for the implementation of pedagogical activity in a fairly entropic environment. Personal potential is considered as an integral education, including a high level of meaningfulness of life and time perspective; productive self-realization and self-determination.
Thus, the development of a positive attitude towards oneself can be considered as a personal resource for the professional success of a modern teacher. A significant way to increase a positive attitude towards oneself today is active participation in the life of the professional community, professional competitions, creative associations, socially significant projects, and the achievement of social recognition of the results of activity. Through such activity, the teacher gets the opportunity to go beyond program-defined activities, expand the possibilities of personalization and receive social confirmation of their own viability and competence. The professional activity of a teacher is immersed in the context of an innovative educational environment, which requires from its subject an increased level of development of the ability for personal and professional growth.
The possibility of continuous professional and personal growth implies the development of analytical, evaluative, reflective and predictive skills, the ability to make an independent choice in situations of uncertainty and be responsible for the results of activity. It is professional responsibility that contributes to the consistent achievement of the goal, the implementation of an individual development project. It is necessary to take into account the fact that in many respects responsibility is associated with the severity of personal meaning and the satisfaction of the teacher with their activities.
Summing up, we highlight the main areas of professional and personal self-development of the teacher, contributing to his professional growth.
The study of professional literature. The study of the works of domestic and foreign authors allows you to track new trends in the field of education, for example, in teaching methods. Reading specialized literature in other areas allows you to extract information that is so necessary to replenish knowledge in the field of related sciences. In addition to gaining new knowledge from other areas, such literature helps to understand complex aspects in their specialty. A fresh look from the outside, not burdened by professional stereotypes, allows you to look at the problem from a different angle, to find parallels when looking for solutions to certain problems. Often in these books you can find answers to specific questions, for example, what methodological techniques to use to facilitate understanding of the material or how to increase the motivation of students.
Establishing professional communication. It is very difficult for a communication specialist to be in a state of information hunger. Professional associations come to the rescue, whose activities are aimed at maintaining contacts between specialists from different regions. Now in our country there are many local and international conferences organized by associations. The wide geography of conferences allows teachers to take part in them, which is extremely useful even as a listener - in a short time you can learn a lot of new things, get acquainted with a variety of ideas, and watch the discussions. In addition, new professional contacts are established.
Attending advanced training courses, seminars, presentations. Organizations are actively working in the country, one of the activities of which is to conduct methodological events for teachers. In addition to state institutes for advanced training, many universities have faculties or departments of additional education. Trainings for teachers are actively conducted by non-state training centers.
Obtaining additional qualifications in the field of management in education. Career opportunities for educators today are not limited to academic positions. Educational institutions have to deal with attracting additional sources of funding. To manage financial flows, select personnel, perform marketing research and conduct advertising research, administrators are required who simultaneously own management technologies and modern educational approaches.
The real range of opportunities that exist within the framework of continuing education of a person is not limited to the actions listed above. They only roughly illustrate the possible areas of activity of teachers.
Thus, the first and main condition, without which it is impossible to enter into pedagogical activity, is the teacher's personal acceptance of self-development as a special type of activity. We know that a teacher, deprived of any clear professional position, is doomed to fruitless activity. But in today's changing world, it is not so much a certain professional pedagogical position that is valuable, the experience of self-development itself, the very creative attitude to one's work is valuable. This experience is not only an experience of success, but also an experience of difficulties, crises, and problems. The teacher is able to go beyond the continuous flow of teaching practice and see his professional work as a whole.
The psychological well-being of the teacher, satisfaction with one's life, ascending personal self-development, the ability for positive functioning are projected into the space of pedagogical interaction, creating conditions for the successful formation of basic personal skills in students. In the positive functioning of a teacher in the profession, an adequate assessment of one's personal resources, awareness of their content specificity and possible ways of expanding, as well as the orientation of the individual, are of great importance. Social and personal values are integrated in the orientation of the teacher's personality, setting a certain vector and strategy for professional and personal self-development, using one's own resources and building professional behavior. In essence, orientation is a powerful driving force of the subject's professional and personal development.
The profession of a teacher has its own specifics: he works with a Person, which means that his own personality is a powerful “working tool”. And the more perfect this tool, the more successful the professional result. Thus, it is in the teaching profession that professional and personal self-development is an indispensable condition for achieving professionalism.
Reviewers:
Vershinin M.A., Doctor of Pedagogical Sciences, Professor, Vice-Rector for Academic Affairs of the VSAPC, Volgograd;
Kolomok OI, Ph.D., professor, director of the Volgograd branch of the Autonomous Educational Institution of Higher Education "Moscow Financial and Law University MFUA", Volgograd.
Bibliographic link
Sergeeva N.I. PROFESSIONAL AND PERSONAL SELF-DEVELOPMENT AS THE GOAL OF PROFESSIONAL GROWTH OF A TEACHER // Modern problems of science and education. - 2015. - No. 2-1 .;URL: http://science-education.ru/ru/article/view?id=18933 (date of access: 12/21/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
GOKU SKSH №1 Cheremkhovo
Conditions for the professional growth of teachers
Prepared by: Fedorova T.V.
2015
The key to professional success can no longer be
serve once-in-a-lifetime knowledge.
People's ability comes to the fore
navigate through a huge information
field, the ability to independently find solutions
and successfully implement them.
V.V. Putin.
The development of education makes the solution of the problem of the professionalism of the teacher, the level of his competence today more and more urgent. This is due to the fact that society is aware of the need for a qualitative improvement in education, its focus on expanding the capabilities of the individual. These expectations, depending on social needs and new opportunities for the realization of the individual, necessitate the creation of an effective mechanism that allows the identification of the specific professional capabilities of each teacher and the prospects for his growth.
The changing situation in the system of general education also creates new educational needs for teachers. It excites any teacher who consciously strives to improve his professional competence, who wants to be able and ready to act in new sociocultural conditions. This, obviously, manifests a tendency to form a new image of the teacher. It is associated with a clear difference between the concepts of a teacher, as a well-trained specialist, and a professional teacher, not only a master of pedagogical technology, but also capable of self-assessment of their own activities.
The modern educational situation, the nature of systemic changes, is especially significant during the period of changing the educational paradigm, in the context of the transition to continuous education and global informatization. The central problem of education is to ensure the high quality of education, which is impossible without solving the problem of the teacher's professional growth. New target settings make it necessary to focus on the process of self-education of the teacher.
From here, the tasks of the personnel strategy are built, first of all - the creation of conditions for the constant possibility of self-education of the teacher, the creation of a qualified core of personnel, which, in relation to the current situation in the future, will enable the effective development of the Center, the formation of the teaching staff as a team of like-minded people, since the quality of education is achieved by integrating actions and efforts of the entire educational community.
Expected results: If a program is developed and implemented, conditions are created for the organization of continuous education of teachers, then this should contribute to a sufficiently high level of professional competence of teachers, and, possibly, readiness for innovative activity.
Implementation conditions:
Integrity and analyticity in teacher assessment;
Individually-oriented approach to the teacher;
Motivation of teaching staff;
Humanity and democracy in the relationship between the administration and teachers;
Continuous monitoring of the results of the work of the teacher and their evaluation;
A differentiated approach to the opportunities for professional growth, personal development and self-realization of different categories of teachers.
The modernization of modern education is aimed at building and implementing an individual trajectory of a person at various stages of his life path. It is impossible without understandingteacher how active subject cognizing and transforming itself in the process of pedagogical activity, since the subjectivity of the teacher becomesperspective of student development.
Outside of self-education, the idea of personal and professional development of a teacher is not feasible. Sociologists argue that the prospect of the development of society is the transformation of activity into amateur performance, development into self-development, education into self-education. Self-education is understood as a person's own activity in revealing and enriching their spiritual needs, creativity, and all personal potential. Self-development integrates the activity of the subject, aimed at developing abilities and individuality, which is carried out voluntarily, controlled by the person himself and necessary to improve any qualities. Self-education is characterized, first of all, by independence and continuity, and is one of the most important conditions for the implementation of the idea of continuous pedagogical education.
Self-education is a necessary condition for the professional activity of a teacher. Society makes and will make the highest demands on the teacher. In order to teach, you need to know more than everyone else. The teacher must also learn because, in the eyes of his students, the time stages of ideas about the surrounding world change every year.
What is the essence of the process of self-education? What are its sources? All sources of knowledge are divided into: contributingpersonal growth, and the sources that determineprofessional teacher growth. Personal growth is the integration of the activity of the subject, aimed at the developmentcharacter , abilities and individuality worker. Professional development is understood as the growth, formation, integration and implementation in pedagogical work of professionally significantqualities and abilities , professionalknowledge and skills leading to new way of doing things . In general, it is a dynamic and continuous processself-design activities of the teacher.
There are various approaches to classifying the stages of a teacher's professional growth.
1 stage: "survival" (first year of work);
2 stage: "adaptation" (2 - 5 years of work);
3 stage: "maturity" (6 - 8 years, the desire to rethink their experience and the desire for independent pedagogical research).
4 stage: "recession" (depending on the personality of the teacher)
Each of these stages has specific features of the teacher. So the first stage is markedpersonal professional difficulties . When an idea of oneself as a teacher is formed, there is an urgent need to understand oneself as a specialist. The second stage is characterizedspecial attention of the teacher to their professional activities , and the third an increase in creativity and activity. This requires generalization and analysis. It is at this stage that it is possible to organize the research work of the teacher on the problems of interest to him. The mechanism of development and self-development, in turn, isself-knowledge and introspection activities. First of all, it is the teacher's awareness of his potential and professional problems. At the same time, it is self-analysis, hidden from direct observation, when the phenomena of pedagogical activity are correlated by the teacher with their actions, which can lead to creative stagnation.
It is necessary to determine the conditions under which the process of self-education will be more effective:
When the teacher's need for his own development and self-development is realized;
When the teacher owns the methods of introspection of pedagogical experience;
If a teacher understands both positive and negative aspects of his professional activity, then he admits to a certain extent his imperfection and, therefore, is open to change the situation.
When the teacher has the ability to reflect;
The practice of working with it becomes a source of professional growth only when it is the object of analysis of the teacher and leader, since the functions of pedagogical analysis arediagnostic, cognitive, self-educational - are recognized by both. Unreflexed practice is useless and leads not to development, but to professional stagnation of the teacher. Therefore, reflection can be carried out as a process of experiencing and self-reporting of an individual, as well as a collective, joint search for a solution to a problem, for example, using the analysis of the development and application of pedagogical learning technologies as an example.
Methodology for assessing the teacher's own reflective abilities:
When the teacher is ready for pedagogical creativity;
When carries out the relationship of personal and professional development. This may be a program for the professional development of a teacher, including the possibility of research and search activities. One might argue, why would an already busy teacher need an extra headache? The combination of personal knowledge and skills with professional skills - there is a way to determinecompetence teacher, the ability and desire to predict creativity and career growth. In addition, without these criteria, the teacher cannot effectively build the process of education and upbringing in relation to the student.
Directions in which the teacher should engage in self-education:
- professional (the theory of teaching the subject);
- psychological and pedagogical (individual characteristics of the student);
- methodical (pedagogical technologies, forms, methods and techniques of teaching);
- informational (computer technologies, Internet resources);
- communicative (interaction between the subjects of the educational process);
- personal competencies (image, art of communication, leadership qualities, pedagogical tact);
What is the scope of their application:
Attending classes and participating in the exchange of experience;
Periodic self-analysis of professional activity;
Continuous improvement of knowledge in the field of classical and modern pedagogy and psychology;
Increasing the level of erudition, legal and general culture.
Forms of self-education can be divided into two groups -individual and group. In an individual form, the teacher himself is the initiator, but the head of the methodological association can stimulate this process. At the same time, it is necessary to take into account five main motives for the teacher's behavior: to be right, to impress, not to take risks (not to take responsibility), to avoid control, to evaluate oneself and others. Then, in the administrator's work, those incentives that "push" the teacher will be an effective lever. These include:
Motive of independence in self-realization in creative activity.
Form:
opening of the master class;
the ability to work offline;
Motivation for personal development
Form:
self-education;
professional growth;
career growth;
Self-affirmation motive
Form:
generalization of experience;
publications;
the right to conduct seminars, lessons for colleagues;
involvement in work planning;
achieving social success;
Competition motive
Form:
nomination to prestigious professional competitions;
assignment of titles, awards;
recognition of colleagues;
Stability motif
Form:
expression of professional and public recognition;
incentive payments;
additional paid vacation days;
regulation of employment time;
social programs;
employment in the profession.
Group form in the form of the work of a methodological association, seminars, workshops, advanced training courses and others, providing feedback between the results of the individual self-education of the teacher and the improvement of the professionalism of the entire teaching staff. Among the modern forms of self-education aredistance learning , receiving advisory assistance by specialists of educational centers, faculties of postgraduate retraining of higher educational institutions. The direction will help meet the needs of teachers in self-education. The result of these and other activities isreflection acquired experience, and on its basis, the construction of a new, subjective experience.
Components of the needs and motives that motivate the teacher:
1. Daily work with information. When preparing for classes, a parent meeting, a school-wide event, the teacher needs to search and analyze information.
2. The desire for creativity . A creative teacher cannot from year to year, according to the same scenario, give the same lessons. There will definitely be a desire for more. Work should be interesting and enjoyable.
3. Rapid growth progress a. These changes primarily affect the students, form their attitude, and very often, the image of an "outdated" teacher.
4. Public opinion. The teacher is not indifferent to whether he is considered a good or bad employee. It's a shame to be a bad teacher, it's prestigious to be a good teacher.
5. Competition. It is no secret that many parents bring their child to the association to a particular teacher.
6. Financial incentive. Material compensation for the costs incurred by the teacher in the course of his professional growth.
Without this, it is impossible to achieve anything. Every activity is meaningless if it does not result in a new product or other achievements. Therefore, in the personal plan of the teacher, there must be a list of results achieved over a certain period of time. What can be the results of self-education:
Improving the quality of teaching the subject, which will determine the effectiveness of student learning;
Development of new forms, methods, teaching methods;
Development and conduct of open lessons;
Creation of sets of pedagogical developments;
Generalization of experience on the topic under study;
Creativity cannot be taught. Self-development is a sign of a high-class professional.
Intraschool control - the relationship between the professional growth of a teacher and the success of the school
When our school started 13 years ago, the average age of its teachers was 30 years old, and along with the school, so are its teachers. In the word "growth" I mean not only the time (age) framework, but first of all I mean the professional growth of teachers. At our school, and I think that it is also at your school, the issue of teacher professional development is not singled out as a separate control, butconsists of the results of all educational activities of the teacher, it is control over the progress of students and the quality of their knowledge, control over the level of teaching the subject, the volume of the implementation of curricula, preparation for the state final certification, documentation maintenance, these are issues of thematic checks. In the school Regulations on the HSC, one of the goals of control is stated - .... In general, all intra-school control, by and large, is control over education at school, which means it is aimed at the professional improvement of teachers.
The study of any issue within the framework of intra-school control makes it possible to identify strong and weak links in the work of a particular teacher, to find the causes of problems arising in pedagogical activity, to think over a system of measures to eliminate them, to eliminate shortcomings. Control is carried out both in the form of inspection and in the form of providing methodological assistance. The internal school control plan is adjusted as necessary. Control is carried out in compliance with its basic principles: scientific character, publicity, objectivity, cyclicity, planning. The results of the control are discussed at pedagogical councils, meetings with the director, meetings of methodological associations, in conversations with teachers, we are familiar with some of the results of the checks to parents at class meetings, certificates are drawn up based on the results of the control, orders are issued.
The professional growth of teachers is possible only when certain conditions are created at the school that contribute to the formation of an atmosphere of mutual support, respect, and psychological comfort.
At our school, all work on the formation and improvement of the necessary competencies of a teacher is built within the framework of the methodological theme - "Improving the quality of the educational process through improving the professional skills of teachers." To work in this direction within the framework of intra-school control, the following tasks were defined:
- Study of pedagogical needs through diagnostics and monitoring. Organization of the reflective activity of teachers in the course of the analysis of pedagogical activity, development of ways to solve pedagogical problems and difficulties.
- Development of mechanisms for the inclusion of teachers in the activities of the innovative level.
- Identification, generalization and dissemination of the experience of creatively working teachers.
- Providing methodological support to the teacher in self-educational activities. Ensuring the growth of professional competence of school teachers in the course of teachers' work on self-education topics.
Intra-school control and teacher professional growth are reflected in such areas and indicators as the use of modern educational technologies. The course system of advanced training is under control, including the intra-school system of advanced training through theoretical and practice-oriented seminars, open lessons, master classes. HSC is also closely related to pedagogical certification
Participation in meetings of the Pedagogical Council on such issues as "Modern Lesson: Traditions and Innovations", "Professional Competence of the Teacher" activates the work of teachers on creative self-development. In the form of a round table at the teachers' council, we discussed the following issues: "Culture and upbringing of a teacher", "The image of a modern teacher", "Ways out of conflict situations".
One of the directions of the HSC is the use of modern pedagogical technologies, methods and forms of organization of the educational process. This issue is controlled when organizing and conducting annual methodological weeks, which are held on a single topic, for example, last year methodological weeks were held:
- "Modern pedagogical technologies as a factor in the formation of the educational space of the school",
- "The use of the national-regional component, local history material in the lessons"
- "Activation of mental activity of younger students";
- "Application of Singaporean structures in teaching Russian language and literature"
– “Modern Approaches to Teaching: Teaching for the 21st Century
- “Education strategy in the development of national education” (a regional seminar of teachers of Tat. language and literature was held within the framework of this week)
- "Innovations in teaching subjects of the natural and mathematical cycle."
Based on the results of the methodological weeks, folders-albums were issued with a plan for the week, the development of lessons, classes, seminars, as well as a small photo report on the work.
The fact that teachers improve their skills can be seen from those qualitative changes in the work of students that are presented at the traditional school scientific and practical conference of students. Within the framework of the conference, intra-school control over the state of work on involving students in research activities is carried out. The annual analysis of the event shows that the level of training of students is growing and allows them to present their projects to scientific and practical conferences not only at school, but also in the region and in the republic. So over the past academic year, school teachers have prepared:
7 winners and runners uprepublicanNPC, work supervisors - (teachers - full name ...)
9 winners and runners up regional NPC, work supervisors - (teachers - full name ....)
To date, our school has developed a certain system in the development of the professional competence of teachers and a system of intra-school control over the professional growth of a teacher.
Each teacher specified the general methodological theme of the school, taking into account his activities and formulated his own methodological theme, developed a self-education plan according to a scheme (form) convenient for him. The main condition is that the work should not be formal. At meetings with the director, meetings of the School of International Relations, seminars at the school and the district, teachers share their pedagogical findings with colleagues, paying special attention to the problem they were working on, and conduct self-analysis of their activities.
So, just for the last academic year:
Summarize their work experience in the form of performances at the level schools 20 teachers, at the level district – 10 teachers, at the level republics - 3 teachers (teachers - full name ....)
18 teachers posted their methodological developments in open professional communities on the Internet; published methodological materials in print media 3 teachers (teachers - full name ....)
All teachers took part in the work of seminars, conferences of the district level, the republican level - 10 teachers, the Russian level (via videoconference) - 3 teachers
The results of the work of teachers for a particular academic year at the end of it are drawn up in the form of a report in a tabular form, a single form allows you to quickly summarize the results of the work of teachers in the school as a whole. Information note about the work of the teacher (Appendix). This report form is also convenient for teachers, because in turn, it helps to quickly supplement the Portfolio without wasting time. All teachers of the school created their Portfolio and they are designed in accordance with the Portfolio Regulation, which we developed for our school. This work has been going on for 4 years now. Also, school teachers have created electronic Portfolios, this form is also very convenient for a teacher when you need to quickly submit materials about yourself either for certification or for participation in competitions - the template is already ready. In addition to the fact that the teacher designed his Portfolio, we began to hold another school teacher's portfolio competition and summing up the results on the eve of March 8, because. Our team is mostly female and it is nice to receive recognition from colleagues on the eve of the holiday. Such a competition is a kind of incentive in the work of the teacher. In general, we have identified the incentives for the professional development of a teacher in the following groups:
Motives for self-realization: when the teacher has the opportunity to givea master class for teachers of a school, city or district, has the opportunity to work on a program of interest, use educational technologies; develop your own author's program, etc.
Motivation for personal development: here we refer internships, prestigious courses, provision of time for methodical work, additional vacation days,
Self-affirmation motive: i.e.achievement of social success is participation in the work of conferences, seminars of various levels, generalization and translation of experience, preparation of own publications, representation from the school at important events, involvement of teachers in the leadership of methodological associations, pedagogical certification for 1 and the highest qualification category.
The need to be in a team:here we mean the inclusion in the composition of various bodies, groups that solve important problems in the life of the school, the delegation of authority.
Competitiveness motive:participation in professional competitions, as well as a rating system for evaluating the activities of a teacher (at the beginning of the academic year, a commission for evaluating work for the past year works and scores are calculated for the quality of the NSOT, and a financial motive also works here)
The following facts can be attributed to the results of stimulating and motivating teachers for professional growth:
2 teachers of our school have been trained abroad - in America and Singapore;
2 teachers are trainers in the Singapore education system and participate in the training of district teachers;
3 school teachers are leaders of district methodological associations
(lessons of 2 of them you saw today). School librarian and assistant directors for VR also lead the relevant district associations of librarians and class teachers of district schools
At school, 9 teachers have the highest square. category, 17 first category;
School teachers take an active part in various professional competitions. Among them there are winners of the competition of the best teachers within the framework of PNVE, every year several teachers become winners of the republican competition - the grant "Our best teacher" (4-6). Only for the last account. a year 14 teachers participated in various professional competitions.
The professional growth of school teachers can also be judged by the results of children's extracurricular activities. So for the last academic year, school teachers prepared winners, prize-winners and laureates of various competitions, olympiads:
- 37 international level(teachers - full name ....)
- 91 all-Russian levels(teachers - full name ....)
- 15 republican level(teachers - full name ....)
- 36 district level(teachers - full name ....)
But, of course, along with good results in the work on the professional development of teachers, there are a number of problems. And first of all, these are not very good USE results of the last academic year. We discussed this problem both at the ShMO and at the pedagogical council, identified problem areas, set tasks for this academic year, now we are working on them, we are trying, but what will come of it will be clear only after the exams. It is clear that we have something to work on and the issues of professional development will always be relevant in intra-school control!
