Teachers teaching the same subject in schools, institutes, universities and other educational institutions can fundamentally differ from each other in their way of conducting classes. It would seem that if teachers work with the same program, then they should conduct it in a similar way, but this is far from the case. And the reason for this lies not even in the personal qualities of the person who chose this profession for himself.
The methodological culture of the teacher is the main reason for this difference. Each teacher has his own picture of the world, which is formed on the basis of the experience gained and takes into account the depth of his knowledge of pedagogy and psychology. If a teacher strives for development and is a multifaceted personality, then it will not be difficult for him to apply the acquired knowledge so that they help him to organize the educational process in a single classroom as efficiently as possible.
Teaching Methodology
A teacher using a large number of unusual and interesting ways to teach lessons should definitely be a scientist who likes to constantly discover something new. The methodological culture of the teacher-researcher should be at the highest level, and this can only be achieved if the teacher constantly goes beyond the usual framework of textbooks and teaching aids.
Using the methodology helps to understand exactly how the practical and research work should be carried out within the framework of a single lesson. Without this knowledge it is impossible to conduct a single lesson, since they are aimed at overcoming emerging problems in the learning process, as well as at their prevention. Active work with methods allows the teacher to also get certain ideas about what methodology his colleagues have and what can be borrowed from them in order to make their own lessons an order of magnitude more fun and interesting.
If we talk about the methodological culture of the teacher briefly, then it should contain three components, the main of which are the planning and formation of the educational and educational process. Next in importance is the understanding of emerging pedagogical problems, their clear construction and the search for an original solution. After the first two stages are completed, reflection comes into play, designed to take stock of work.
What this kind of culture consists of
If the teacher has a certain creative beginning, then most likely he will not be able to work only according to the pattern. It is at this moment that the formation of the methodological culture of the teacher begins when he is engaged in practical and cognitive activities in order to demonstrate his knowledge from a completely new angle. The result of this work can be considered non-standard developments that can be put forward for participation in competitions of a pedagogical orientation.
A huge role in creating your own pedagogical approach is played by the principles that were laid down in the initial teaching of teacher skill and which he should rethink. First of all, we are talking about the goals that society sets before education and getting an education. Further, attention is paid to the conditions in which training is carried out, including even providing the audience with all the necessary materials.
The teacher’s methodological culture automatically implies that he takes into account the age characteristics of his students and always analyzes the atmosphere in the audience with which he works. On the basis of the data obtained, the teacher begins to create his own constructions in the form of various educational and training questions, given the subject he is teaching. Of course, the teacher should not forget about the components of the scientific knowledge that he must pass on to his students.
Methodology in Pedagogy
The concepts of “methodology of pedagogical science”, “methodological culture of a teacher”, “pedagogical thought” and many others came into use by teachers in the late XIX - early XX centuries. It was at that time that this problem was widely studied by Ushinsky, Makarenko, and other scientific theorists. The first term from their submission is understood to mean a certain system of techniques that are aimed at organizing and conducting training activities in terms of theory and practice.
The methodology has three levels: philosophical, general scientific and pedagogical, it is based on an infinite number of ideas aimed at the study of social and natural phenomena. Since pedagogical work has long been one of the components of philosophy, its echoes periodically make themselves felt. For example, according to Plato and Socrates, each person has a certain predisposition to various abilities, this theory is now laying the foundation for modern developmental education.
The main thesis of pedagogical science is to consider the theory of knowledge, which acts as a reflection of reality in human consciousness. It develops, based on the fact that education is always determined by the requirements of society and its potential development. According to scientists, a huge role in getting education is given to the activity that a person demonstrates, she should strive to master it as qualitatively as possible.
Culture levels
The essence of the teacher’s methodological culture will directly depend on how well he knows his levels. If we talk about the pedagogical level, then the teacher must understand the history of pedagogy, its laws and theories. A special role should be given to the fundamental features of this science: accessibility, development, individuality, etc. The teacher should be able to use various practical methods of explaining the material during the lesson, as well as general educational practices. At this level, he can form his own research and conduct it with the help of experiments, simulations, observations, etc.
The general scientific level implies that the teacher is able to use the appropriate skills and is well versed in basic general cultural values. Universalization and idealization can also help the teacher demonstrate a high level of training. We must not forget about the ability to use differentiated approaches - systemic, functional, structural, etc. It is here that one can put forward various hypotheses and test them.
Philosophy is a rather contradictory science; it contains a whole series of theories that are formed on completely opposite laws. With its help, you can identify the various principles of the study and study of pedagogical phenomena. It is this level that determines which methods will be used at the pedagogical and general scientific.
Cultural manifestations
If you ask the question: “What is the methodological culture of the teacher manifested in?”, The answer will be shockingly simple: in absolutely everything. The way a teacher plans lessons in his subject, how he leads them, what tools he uses in his work - all this clearly demonstrates his culture, not only methodological, but also ethical.
He has the ability to achieve goals and come to exactly the result that he had planned in advance. If the teacher does not have pedagogical skills, knowledge and skills, then he demonstrates the failure of his own actions - the main sign of the lack of a methodological culture. However, it is worthwhile to conduct a specific analysis to accurately clarify the picture, it is quite possible that the teacher simply uses techniques of only one level.
Steps
It is rather difficult to briefly describe the methodological culture of a teacher, since it also has three steps. The first of them is knowledge, skills, it is also called the stage of unambiguous determination. It is necessary for the teacher to conduct research on phenomena, use popular innovative ideas, as well as develop his own scientific vision of the problem. This is the lowest level, and if you manage only them, then the learning outcomes will be minimal.
The dialectical step requires much more effort from the teacher; he must be able to use at least two or three methodological settings in his own scientific research. In addition, his abilities, skills and knowledge should be significantly higher than those that he could demonstrate at the first level. Now he must set goals in teaching, and also understand the ways in which he will achieve them.
The methodological culture of the teacher-researcher is revealed to the fullest extent at the third - system - level. Here, the teacher must turn teaching into holistic management of teaching activities, while his students do not even need to understand that this is a complex process. His task at this stage is to learn how to create uniform teaching methods using his own resources. A huge role will be played by the worldview of the teacher, the ability to conduct analytics and organize theoretical and cognitive activities.
Criteria
It should be noted that the scientist and teacher have completely different approaches, one of them is able to create knowledge from scratch, and the second - it mainly uses them. The criteria for a teacher’s methodological culture will also be completely different. First of all, it is about creating a concept according to which he will carry out his professional activities. Next, an understanding of how important the methodology is in conducting training should come.
Another criterion is the ability to model, shape and implement all the tasks conceived in the framework of the pedagogical process. Upon completion, a timely analysis must be carried out; without it, it will not be possible to achieve any development in terms of both pedagogy and personality. The final criterion is the consistency of all ongoing activities and the ability of creative thinking.
The formation of the methodological culture of the teacher occurs only with active practice. He himself should strive to search for new methods, find new meanings in modern pedagogical phenomena, and also provide for different options for the development of his own wards. The formed culture helps the teacher easily adapt to any professional environment, create relevant values - tolerance, tact, worldview character, rationality and balanced decisions.
Signs
Signs of the methodological culture of the teacher are an indicator of his high professionalism. Such a teacher should clearly understand all the concepts that form the basis of pedagogy, as well as clearly separate abstract and specific terminology. Another sign is the ability to “transform” terms from pedagogical theory into cognitive activity that will be interesting to children.
A professional teacher has a mindset focused on the genesis of the forms used in pedagogical science, he easily reveals the features of one or another historical stage in it and is able to track, highlight the consequences of a particular event. The most rare sign is the presence of a critical attitude to the usual arguments and facts, it is much more difficult to refute them, so the vast majority of teachers take them for an axiom.
The methodological culture of the teacher cannot do without analysis. Any activity that is carried out by the teacher must be reflexed, he must be able to analyze his own educational work, to see in it the pluses and areas for development. Another sign is the ability to conclusively refute the constantly emerging anti-scientific views that relate not only to its immediate sphere of interests, but also to human studies in general. And finally, the teacher should have a clear idea of all the functions of pedagogy, especially humanistic and worldviews.
Hand tools
One of the main tools that can help develop a methodological culture of a teacher is the teacher's council. It is there that the teacher can share practices with his colleagues, as well as get useful tips from them. In addition to it, in each school there is usually a methodological association of teachers, where you can exchange the latest developments in your subject.
Functioning only at school, the teacher is unlikely to be able to actively develop his skills and keep abreast of all modern innovations and developments. This opportunity can be obtained by participating in various competitions held by the regional division of the Ministry of Education of the Russian Federation. A striking example is the “Teacher of the Year” competition, in which teachers need not only to demonstrate the ability to teach, but also to make it so that each lesson is consistent with existing methods and brings something completely new to them.
Why is it important to have such a culture?
Now that you know everything about the concept of a teacher’s methodological culture, you need to characterize its importance and usefulness. Without such an important quality, the teacher will not be able to create and conduct really interesting and important lessons, which means that children will come to him just to sit out a boring lesson and go about their business. It’s hard to say whether anyone will benefit from such an activity.
In addition, it should be remembered that now all pedagogical science is focused on the development of children in every possible way using non-standard methods. Therefore, monotonous cramming of the rules and “training” on the USE simply will not help, it is necessary to find some other ways of providing material. For example, in the curriculum, which is most often called the "School of 2100", it is customary to use a developing teaching methodology in which the student must independently make a discovery and formulate one or another concept based on the experience that he received earlier.
The specifics of modern pedagogy
Features of the teacher’s methodological culture for modern education should be considered when building an algorithm for working with students. The enormous role is now beginning to play the education of morality and spirituality among schoolchildren, which occurs through the activation of the personal components of their consciousness. Students need to be taught motivation, critical thinking, reflection, the ability to think and create, and this is the primary task of the teacher.
It is necessary to use only teaching methods with a humanistic content, then children will be able to learn to think independently. A modern teacher should be a universal specialist who knows a huge number of fundamental theories of a general plan, this will help him expand the boundaries of knowledge both for himself and for students. Compare, for example, two teachers who explain the same topic - “Singular and Plural”. Whose lesson will be more interesting - the one who explains only in the framework of the textbook, or the one who talks about the past existence of the dual and the echoes of this historical process in modern Russian? And which of these two teachers has a highly developed culture? The answer is obvious.
If we talk about the methodological culture of the teacher briefly, then he must be a real star, to which both children and adults will be drawn. A talented teacher must have certain knowledge of psychology, especially if he works with grades 1-4 and 7-9. His task is to timely diagnose all changes that occur with children, track them and take action. Among other things, it is necessary to be able to adapt pedagogical theory to practice, since in reality they do not always correspond to each other. , , , .
Conclusion
, . , , , - , .
– , , , . , , .