Introspection of pedagogical activity is a necessary part of the pedagogue. It allows you to look at your own professional activities from the side, note the best, see the mistakes and try to get rid of them. And when a teacher needs to overcome such a line as certification, self-analysis of pedagogical activity becomes simply mandatory.
Introspection Goals
Introspection of professional pedagogical activity means the study by the teacher of the state, the results of his work, as well as the identification of causal relationships between pedagogical phenomena, determining the direction for further improvement. It has several functions: diagnostic, cognitive, transformative, self-educational. The purpose of introspection is to demonstrate achievement of a certain level. This is expressed in the development of new achievements of pedagogical science, in the ability to approach pedagogical tasks creatively, and also to optimally select methods, means, forms and techniques in the implementation of their professional activities. An experienced teacher can demonstrate the ability to apply experimental, new methods of training or education. A high level of qualification requires the ability to plan the results of their work and the results of labor of students.
Introspection Requirements
When self-analyzing the pedagogical activity of a preschool educational institution (a preschool educational institution and a school impose uniform general requirements), the main rule is that it should not resemble a statistical report with information about the work done. The teacher must demonstrate the ability to interpret indicators and the ability to work with the results. This implies a critical understanding by the teacher of each indicator, the ability to draw conclusions and outline the prospect of future actions. Introspection is intended to give a complete picture of the work of the teacher and the effectiveness of his activities, to contain conclusions about the causes of success and problem points, to outline prospects.
The requirements for introspection of the pedagogical activity of primary school teachers practically coincide with the requirements for the teacher of a preschool educational institution.
The structure of writing professional introspection
The structure of introspection for educators is basically the same, although some variations are possible depending on the educational institution and the rules that it sets in relation to it in its institution. The compilation begins with the communication of the personal biographical and professional data of the teacher - his name, title, academic degree, which educational institution and when he graduated, which has awards, what is the length of service. Speaking of seniority, the total seniority and length of service in this educational institution, relevant at the time of writing the introspection, are separately indicated.
Pedagogical credo and concept
This section indicates the goals and objectives that a person sets himself. In the same section, the pedagogical credo is formulated - a system of individual attitudes that represents the personal opinion of the teacher on the existing values and the role of his profession in the world. Some also define their professional concept. This means that the teacher formulates his own views on training and education. Its peculiarity lies in the fact that it is inextricably linked with practical activity, because only by implementing the actual learning process can you realize what moments make you want to rethink them, do it differently, in a new way and form your own attitude to any problem.
The characteristics of the used CMD
In this part of the introspection, the teacher describes those teaching sets and work programs for which he works. In addition to listing them, it is necessary to analyze whether they correspond to the educational program of the institution. This question should not cause big difficulties, since the methodologists follow the choice of CMD, it occurs with their direct participation or their recommendations.
Forms, methods and techniques of pedagogical activity
Each practicing teacher has in his arsenal the forms, methods and techniques for the implementation of professional activities that seem to him the most successful. Together, they make up his individual educational and upbringing technology. The teacher has the right to choose any forms and methods of training, the only requirement is that their use should contribute to the formation of a positive result of education and training. In this section, the teacher not only describes the elements of his teaching technology, but also analyzes the effectiveness of their use.
Participation in scientific and methodological work
In this section, the teacher describes his professional achievements: evidence of the publication of materials, development of lessons, reports on participation in conferences, seminars or professional competitions. The place, time and result of their holding are indicated.
It also indicates the results of work on the topic of self-education and possible prospects for its development. At the end of the section, it is necessary to analyze how the scientific and methodological activity influenced the result of the educational or educational process carried out by the teacher.
The results of pedagogical activity
This section consists of several parts. First, the results of the quality of work are given (level and quality of training, percent of achievement, results of final certification, external evaluation of learning outcomes, results of administrative tests and others).
Then, the level of development of the educational and cognitive interest of students is considered, that is, the results of their participation in various competitions, contests, festivals or other events are presented.
The result of studying the attitude of parents of students to the results of the teacher’s professional activity is separately evaluated. The results of the opinions of parents can be presented in the form of a sociological survey or diagram.
In conclusion, an assessment is made of the level of relations between the teacher and his students or pupils. These relations can be considered from different perspectives - children can evaluate the activities of the teacher as a class teacher or as a teacher of a particular academic discipline.
The self-analysis of pedagogical activity completes the conclusions that are drawn as a result of the analysis, as well as the formulation of prospects for the further development of the teacher as a professional.
Forms for presenting the results of introspection
The current level of development of the methodology, as well as the degree of education of employees can allow us to present an introspection of pedagogical activity in various forms. First of all, this is a classic way - in the form of a printed document with a consistent description and analysis of their professional achievements. Recently, another form of representing introspection has become more common - in the form of a pedagogical portfolio. This is the same document, but in an expanded form, supplemented with copies of award materials or certificates for participating in events, methodological developments, the results of the assessment of the educational activities of students and much more. The most obvious way to show your achievements is to prepare an introspection of pedagogical activity in the form of an electronic presentation. This way of presenting the material allows not only to demonstrate the originals of the received documents or awards, but also photos (and sometimes even video materials), as well as present the results of the activities of their students or pupils. In addition, preparing an electronic presentation, the teacher carefully chooses the most important thing for the slide, which makes its introspection accurate, concise and clear, easy to understand.
The difference between introspection of professional activity of a teacher and educator
When writing an introspection of pedagogical activity, both teachers and educators experience difficulties. But the work of an elementary school teacher and a kindergarten teacher has much in common. For example, they have the same contingent of students, so that teaching methods, goals and objectives of the work can coincide. The difference between the introspection of pedagogical activity in the elementary grades and the introspection of a middle-level teacher will be that his tools will be not so much testing and questioning as conversation or observation.
When analyzing the results of his work, the educator will operate more with non-evaluative methods.
Errors in writing introspection
Both the introspection of the pedagogical activity of the preschool teacher, and the introspection of primary school teachers, middle or senior managers contain, as a rule, the same errors, which are united by only one thing - lack of experience. Summarizing these errors, we can distinguish the most frequent and warn other teachers from them.
First mistake. Educators write about their achievements over a specified period of time. But for introspection it is more important what goal was achieved and what tasks were accomplished. And if this goal was set a little earlier than the beginning of the reporting period, then for the report it is unprincipled. The order of presentation is important - at first the problem itself is formulated, then methods for solving it are described.
Second mistake - too much digital reporting. In the intricacies of numbers you can lose the main thing - the purpose for which these calculations were made. For introspection of pedagogical activity, it is more necessary to indicate why they were made and what helped to realize.
The third mistake. Some educators find it awkward to admit that they experience certain difficulties in their work, and they avoid mentioning it. Any teacher with experience knows that the presence of problems is not only possible, it is a prerequisite for the professional growth of a teacher. Because only by solving daily problems (which may not necessarily be global) can a young teacher turn into an experienced, skilled master. The ability to see difficulties and find ways to overcome them, demonstrated in self-analysis of pedagogical activity, are signs of a teacher’s high qualification.