The profession of a teacher has always been important. The craft of upbringing and training is not so easy to master, and this is not given to all people. Our material will detail the skill of the teacher and the basics of teaching.
Teacher skill: characterization of the concept
In the domestic scientific sphere, the problems of designing teacher and teacher crafts have been studied for many years, and quite actively. The concept of the foundations of pedagogical skill is quite controversial.
In determining teacher skill, the personal and professional qualities of a teacher are most often taken as the basis. Other researchers highlight the essence of the teacher’s performance from the point of view of its improvement.
Alexander Sergeevich Shcherbakov, the famous Soviet writer and teacher, defined pedagogical skill as a kind of synthesis of scientific knowledge and ideas. Here, he attributed the skills of methodological art and personal traits of the teacher. By other educators, the basics of pedagogical excellence are interpreted as a set of personal properties that provide an increased level of self-organization of professional activity. The professional properties of a teacher include his service abilities, individual working equipment, personality traits and a general humanistic orientation.
Vitaly Aleksandrovich Slastenin, one of the most prominent teachers of the Soviet era, defined teacher skill as a synthesis of the personal and business characteristics of an employee in the field of education. Slastenin identifies four elements of mastery: persuasion, the formation of experience, pedagogical techniques and the organization of individual or collective activities of children.
Aelita Kapitonovna Markova defines pedagogical excellence as "the teacher fulfilling his labor functions at the level of stages and samples."
Despite the differences in interpretations of one concept, most experts agree on one thing: to ensure a high degree of professionalism, it is necessary to form, optimize and correct existing professional skills.
The basics of pedagogical mastery are manifested in the attitude of the teacher to his actions. All actions of the teacher should be appropriate and soundly regarded. Thus, understanding the essence of the concept under consideration allows us to comprehend the teacher's activity-personality phenomenon. Mastery is manifested in the study of the internal structure of the profession, the disclosure of its essence and the planning of its development.
Professional suitability of a teacher
A proper degree of pedagogical professionalism can be formed and develop only on the basis of the professional suitability of the teacher. Speaking of professionalism, we mean fitness for work as something ordinary, taken for granted. Meanwhile, this is one of the most important elements of teacher skill - a kind of basis for the further work of the teacher.
It is necessary to highlight some properties of professional suitability as one of the foundations of pedagogical skill. The first property is the presence of the so-called makings. This is the name of the mental and physical qualities of a person acquired from birth, which determine his ability to carry out one or another type of activity. Inclinations provide the basis for the implementation of professional fitness of a person. According to Slastenin, the makings should be due to the uniqueness of the natural characteristics of the teacher.
Mastering the profession of a teacher, of course, requires certain makings. It is known that not everyone can become a teacher. It seems important not so much the intravital formation of the foundations of pedagogical excellence, but the presence of certain personality traits and personality traits. However, this is only one aspect.
Psychologists have developed a set of makings that are the basis of pedagogical skill. The first is general physical health. The teacher must endure all sorts of mental and physical stress. The central nervous system of the teacher must be a strong type. Secondly, the teacher should not have severe diseases and physical defects associated with perception or speech organs. Sight, smell, tactile sensations, hearing - all this should be in relative norm.
Do not forget about another important deposit, which occupies a special place in the system of professional suitability. We are talking about the external charm of the teacher, his charisma and goodwill. An employee of an educational institution must have a strict, but kind disposition, prudence, criticality, the ability to correctly assess the situation and other important qualities.
Naturally, the formation of the foundations of pedagogical excellence is not limited only to the makings and elements of professional suitability. Ivan Fedorovich Kharlamov developed a concept according to which suitability for a particular service should be determined not only by inclinations, but also by considering individual contraindications. The foundations and essence of pedagogical mastery do not allow the presence of such qualities as immorality, indifference to children, lack of intellectual development, weak character, short temper, and much more.
Which inclinations are more important - intellectual or mental? Most teachers insist on a certain harmony between these two groups, maintaining a balance. Only Anton Semenovich Makarenko expressed a specific opinion: children are able to forgive teachers for their weak character, excessive dryness and even their temper, but they will never forgive a poor understanding of their case. Any child above all appreciates in the teacher his professionalism, clear thought and deep knowledge of the subject.
The opposite opinion was expressed by Konstantin Dmitrievich Ushinsky. He argued that one should not call a teacher one who in his activity gives priority to teaching activities. A teacher is also a teacher. Fundamentals of pedagogical excellence must include both educational and educational elements. To maintain a balance between these two areas, the competent use of professional knowledge and the formation of a special methodology for their application are necessary.
Pedagogical knowledge
The fundamentals and essence of the teacher’s pedagogical skills are determined by the presence of special knowledge. Of course, this is not an exceptional component. Here you should highlight the character traits, temperament, level of intellectual development and much more. Nevertheless, it is knowledge that helps the teacher to orientate qualitatively in the course of his career.
Pedagogy is a scientific field that draws on ideas from various fields of human knowledge. These areas allow you to determine the means, patterns, goals and teaching principles. Pedagogy closely borders on such scientific disciplines as physiology, history, philosophy, psychology and anthropology. Because of this, the knowledge component of the teacher can be called universal. It has a number of features: interdisciplinary, a fairly high level of generalization, consistency, complexity and a number of other elements.
The personal coloring of the assimilation and reproduction of professional knowledge also plays a crucial role in shaping the foundations of pedagogical mastery. The pedagogical tact allows the employee to optimally navigate in the office space and to organize training activities. A highly professional worker in the educational sphere, as it were, “passes through” various scientific facts, the basics of pedagogical mastery, educational methods and other elements necessary for the implementation of official activities. This allows you to adapt the material studied by the teacher to specific service situations. But how to develop such an ability? The subjective attitude to the received information can be formed only thanks to a number of professional abilities. They will be described later.
Pedagogical abilities
The fundamentals of pedagogical mastery and professional self-development are closely connected with a number of teaching methods - the so-called abilities. According to some researchers, pedagogical abilities provide an increase in the effectiveness of educational activities. They are considered as the most important elements in the system of pedagogical excellence.
Teacher’s abilities are structural components of teacher professionalism and, at the same time, the leading factors and foundations of pedagogical mastery. The textbook of Slastenin contains a definition of pedagogical abilities: these are elements that are considered as individual stable properties of a teacher, consisting of a specific sensitivity to the object and the conditions of pedagogical work. With the help of professional abilities, productive models of the desired qualities of educated individuals can be developed.
According to Ivan Andreevich Zyazyun, the totality of pedagogical abilities is a complex synthesized combination of intellectual and mental properties of the personality of the teacher, which determine the success of his career.
Shcherbakov identifies several professional abilities of the teacher, which form a complex dynamic structure. These are constructive, organizational, orientational, communicative, developing, informational, mobilization, gnostic, research and other types of abilities. The essence of each of these types comes down to one thing: to be able to see good and bad in children, to understand educated people, to feel how they perceive the information received, to objectively evaluate their abilities, skills, knowledge and working abilities. It is necessary to actively use a creative approach, have a good command of the language, skillfully organize children, show pedagogical tact, and conduct any form of activity in high quality: seminars, laboratory work or lectures. The basics of pedagogical skill are made up of little things. Combine them and try to use them competently only with the help of various types of pedagogical technologies.
Pedagogical technique as the basis of pedagogical excellence
Today, the teacher’s abilities for reflection, empathy, and the ability to organize pedagogical communication in the teacher-student system, as well as a number of creative skills, are most in demand. All this determines the innovative culture of the teacher.
Each teacher's professional abilities are constructed and developed in different ways. The dynamics and intensity of their rationing are the most important characteristics as structural components of pedagogical skill. An analysis of the process of development and formation of abilities can not be found in every teacher. This is due to the availability of knowledge and the achievement of a certain level of development of professional suitability and pedagogical orientation of the teacher’s personality.
A special place in the construction of teacher skill is held by pedagogical equipment. Makarenko was convinced that the problem of technological development of the educational process is one of the most important at the present time. He saw the essence of the problem in that pedagogical theories are limited by the regulation of general principles and principles, and the transition to technology is left to the creativity and resourcefulness of each individual worker. The famous teacher regarded the technique as managing facial expressions and emotional state, as well as the whole organism. Makarenko spoke about the importance of teacher artistry and mastery of speech technique.
A more accurate and specific definition was provided by Yuri Petrovich Azarov. In his view, a technique is a combination of techniques and means by which a master educator can achieve an educational result. Technique is an integral part of mastery. Mastery is manifested in the behavior of the teacher, in the way he owns his voice, how he shows joy, anger, trust, doubt and other habitual emotions that determine the formation of the foundations of pedagogical mastery. Self-education plays a significant role here: a person can control his mental processes only on his own.
In the textbook “Pedagogical Professionalism”, Shotsky and Grimot discuss technology as a set of skills that allow the teacher to express himself as a person - that is, more creatively, vividly and deeply. Scientists have identified groups of the foundations of pedagogical excellence:
- Skills related to organizing yourself and your body (pantomime and facial expressions, speech and teacher tact).
- A set of skills and abilities affecting the personality and revealing the technological side of the educational process (organizational, didactic, communicative, constructive and other elements, as well as collective creative work, appropriate communication style, etc.).
In pedagogy, the inextricable unity and interconnection of all the presented sets of skills within the framework of the pedagogical technique is obvious. A school worker who seeks to master the appropriate mastery must embody this unity in his own professional activity and in laying the foundations of pedagogical mastery. Discipline and ethics play a special role here. These two phenomena will be described later.
Teacher Professional Ethics
The concept of ethics has several interpretations. This is a philosophical doctrine, a scientific discipline, and a simple code of behavioral norms. In the framework of pedagogy, ethics is the totality of moral attitudes and elements of moral behavior. Ethics provides the moral character of relationships between people.
As you know, the teacher has a special mission. He must not only educate children, instill in them intellectual abilities and form certain knowledge, but also educate them. An important component of the professionalism of a modern teacher is its ethics and spiritual and moral culture.
The teacher should take part in the process of reproduction of the moral consciousness of the individual. And he should do this as a concentrated carrier of social morality. Through pedagogical communication as the basis of pedagogical mastery, an employee of an educational institution must disclose to students the beauty of human actions. The instillation of moral thinking and the formation of morality is possible only by that subject who himself strives for the ideal of moral character. Here again, self-education should be remembered. The formation of the foundations of pedagogical skill includes the development of moral personality traits.
Sukhomlinsky paid attention to educational ethics. The famous scientist pointed out that a teacher becomes an educator only if he masters the subtlest tool of the educational process - the science of morality. Without knowledge of moral theory, teacher training will be inferior today.
The teacher must maintain a certain balance between different character traits. So, he must be strict and democratic. In your work, you need to focus on each individual person, but also on the whole group. The teacher is also a man; he is allowed to make mistakes. Do not hide them. On the contrary, each slip will be an excellent product for the analysis and further optimization of their professional activities.
In different programs, the fundamentals of pedagogical excellence are classified in different ways, but the tasks and categories of pedagogical ethics remain unchanged. Among the tasks should be highlighted:
- the study of the essence and characteristics of individual moral pedagogical consciousness;
- study of the nature of the moral relations of the teacher with students;
- analysis of methodological problems;
- development of moral aspects of teacher work;
- identification of the requirements for the moral character of the teacher.
Among the main ethical categories should be highlighted justice, pedagogical duty, professional honor, pedagogical authority, as well as a sense of tact. The following elements comprise teacher's tact:
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The creative approach is most often used as the basis of pedagogical excellence in open source software. The teacher makes full use of all forms of non-traditional training and education. This helps in the development of students' independence, the formation of innovative thinking and creativity.
Student Ability Development
The teacher needs to take into account the cognitive interest of students as their selective focus on surrounding objects, phenomena and processes of existing reality. For this, the teacher should demonstrate their own intellectual skills and emotional states. It is known that the cognitive interest of students manifests itself as a desire to engage in a certain field of knowledge. But this requires a certain incentive, a personal incentive to overcome difficulties. It is necessary to develop a sense of satisfaction, joy from the cognitive process.
The interests of students are formed through two channels:
- through the means of selecting and using information;
- through means of including schoolchildren in cognitive activity.
The first path is considered basic. Starting its implementation, the teacher must remember that the information is of the following nature:
- makes students think, imagine and wonder (this kind of information makes you want to search);
- It is aimed at interdisciplinary and intersubject communication;
- focused on the use of knowledge in life and practice.
The implementation of the second path takes into account a number of requirements for the activity process of schoolchildren. It provokes the desire to find positive aspects in learning, develops imagination and ingenuity. This kind of information is aimed at resolving certain contradictions. It makes you solve problems and problems from different angles. Finally, it focuses on the application of knowledge in new conditions. This happens due to a noticeable emotional response, stimulation of volitional tension, inclusion in the process of tasks and tasks involving research elements.
For the formation of students' intellectual independence, the teacher will have to use some basics of pedagogical skill:
- discipline containing educational material should be divided into logical integral parts. It is necessary to draw up a plan, to explain the transitions from one component to another.
- It is necessary to formulate questions to the educational material in the process of understanding it.
- It is necessary to solve cognitive tasks in the course of compiling visual aids, as well as in the conditions of a problem situation created by a teacher.
- It is necessary to make informed conclusions and conclusions, to correlate the results of research with recognizable phenomena, to check them for reliability.
The independent activity of students can manifest itself in the form of work with teaching aids, in the form of notes, performing creative, laboratory, research and other works.
Improving pedagogical skills
Having dealt with the options for the development of students' abilities, we should proceed to the characterization of pedagogical skills. Today, it is not so much a development problem as a problem of acquiring relevant knowledge and skills that is especially acute.
To begin with, the most important principle should be emphasized: the teacher should not stop learning. His self-improvement should not have borders, work on himself should continue all the time.
Like students, educators should devote most of their time to self-education. In the course of personal development and introspection, a predominant number of skills are developed that form the basis of pedagogical mastery. Answers to many questions will be received only if the teacher himself expresses a desire to work on himself. For this, as you know, you need a motivator. The main motive is understandable - this is the desire to optimize the educational process, to make children full members of society. There are also optional criteria - the desire to advance in the post, get a professional advancement, raise the level of wages, increase your credibility, etc.
To improve your own skills, you need to pay attention to the main stages of the optimization of pedagogical skills.
The first stage is called installation. It provides for the creation of a certain mood for independent work. The next stage is called training. The teacher gets acquainted with the methodological and psychological-pedagogical literature. At the third stage, the selection and analysis of pedagogical facts takes place - the main practical tasks are realized. The penultimate stage is called theoretical. The accumulated facts are subject to analysis and generalization. The last phase is called the final check. Here, the teacher summarizes the observations and draws up the results.
Programs and teaching materials
In the process of analyzing the basics of teaching, the basic concepts and theories of various authors and researchers were considered. These are various teaching aids, popular science literature, and even tests on the basics of pedagogical mastery. Most of the tasks include finding answers to questions about the ideal teacher, about the training procedure, development processes, formation, about the pedagogical experiment, testing, the integrity of the pedagogical process, types and structure of lesson systems, etc.
Among the most famous and popular domestic educators, it is worth highlighting, of course, Makarenko, Sukhomlinsky and Ushinsky. These are the three pillars of science about the methods and methods of the educational process.