The professional development of the teacher is a process during which a complex of significant qualities is formed that express the whole structure, as well as the features of teaching. And in many ways it is he who determines the quality of education provided by the teacher. Because really something can be learned only from that teacher, who himself continues to improve throughout his life. And since this topic is very extensive and relevant, we should now pay it a little more attention.
Process features
The professional development of the teacher occurs through the refraction of the influence of the social environment through their internal settings. We can say that the initial base for this process consists of the following aspects:
- High importance of his professional role.
- Generalization of teaching activities, forecasting prospects.
- Understanding the likely pedagogical decisions, as well as their consequences.
- Ability to self-control.
- The desire to improve and develop.
In the course of professional socialization, the qualities of the teacher are not only formed - they also change, they can be strengthened or weakened.
It is important to make a reservation that in this process the teacher is not only the bearer of any qualities. He still acts as a conductor - he is an example to follow, in other words. And not so much for students as for other teachers.
The teacher, who is at a decent level of personal and professional development, is actively transforming for the better not only himself, but also all pedagogical activity in general, sets new standards.
The importance of development
Why is the issue of teacher self-improvement given such importance? Because in the modern world the main principle of building the educational process is to develop the personality of the pupils.
Children in schools are trying to instill skills that allow them to learn productively, as well as realize the cognitive interests, educational needs and professional needs that they will form in the future.
Therefore, the task of organizing an educational environment that would contribute to the development and improvement of the personal essence of each student comes to the fore.
The solution to this problem directly depends on which teachers work in the school. And here the professional development of the teacher takes place. After all, a teacher is a key figure in educational reform. In our world, which is constantly changing, its main quality is the ability to learn.
Therefore, the most important condition for the introduction of FSES in a general educational institution is the preparation of the teacher, the formation of his pedagogical and philosophical position, as well as various competencies. These, in turn, include communicative, methodological, didactic, etc.
Working according to standards, the teacher is obliged to move from traditional methods to developing ones. We must remember the importance of student-centered learning, the use of level differentiation technologies, interactive methods, etc.
Concept of competency
It is also necessary to talk about it, since it is important and rather multifactorial. In this topic, competence can be characterized as a phenomenon that includes a system of theoretical knowledge of the teacher, as well as methods of their application in certain situations.
This also includes the teacher’s value orientations and integrative indicators that reflect his culture. This attitude to their activities and to themselves, speech, communication style and much more.
Talking about the development of professional competence of a teacher, it is also necessary to make a reservation that the concept also includes the concept of personal qualities. They are necessary for competent teaching. Successful can only be called that teacher who carries out pedagogical communication and activities at an equally high level, and also achieves consistently impressive results in education and development.
It is important to remember this definition. Since it is in accordance with it that the level of development of the professional competence of the teacher is assessed. The following criteria are usually taken into account:
- Possession of modern technologies from the field of teaching and their application in their professional activities.
- Willingness to undertake the solution of substantive professional tasks.
- The ability to control their activities, taking into account the established norms and rules.
But the most important component is the ability to personally acquire new skills and knowledge, and then to further engage them in practical activities. Indeed, in our time, society is experiencing rapid, profound changes. The most dynamic in history, you can say. If several decades ago one education was enough for a lifetime, now a different standard is already in force. It can be described as "education through life."
About professionalism
The notorious concept of competence can be considered in another way. Since we are talking about the professional development of teachers of vocational education (and secondary as well), it is necessary to make a reservation on what this personality trait is based. Well, the basis here is only erudition and authority.
Competence can be called the teacher’s ability to turn their activities into a unique, effective means of shaping the personality of the learner. In this case, the teacher is a kind of subject of pedagogical influence, structuring practical and scientific knowledge. With all this, only one goal is pursued - more effectively solve professional problems.
The main components of this concept include the following competencies:
- Special pedagogical. This refers to the authority of the teacher and his knowledge of a particular science (or several), which determines the content of the subject, shown to the students to study.
- Special. It is based on the scientific competence of the teacher, that is, on his knowledge and the ability to put it into practice. This makes it a reliable source of educational information.
- Scientific and pedagogical. This implies the teacher’s ability to turn science into a way of educating students.
- Methodical. It consists in the teacher’s ability to choose the best teaching methods suitable for solving didactic problems. For the most part, this applies to specialists who teach students of the pedagogical faculty their future activities - teaching methods.
- Socio-psychological. It includes knowledge of the processes of communication carried out in groups of pupils and students, as well as the ability to use communication in order to solve problems and achieve results.
- Differential psychological. It is reflected in the teacher’s ability to understand the individual characteristics of his students, in their abilities, weaknesses, strengths and strengths of characters. This is reflected in the further formation by the teacher of an individual approach to each student.
- Autopsychological. It consists in the teacher's awareness of his strengths and weaknesses and the desire to constantly improve in order to increase the efficiency of his own work.
- General pedagogical. Here, it is assumed that the teacher is aware of the need to scientifically approach the design and further organization of the teaching process.
In general, competence is a rather complex and multifaceted concept. Of course, it plays an important role in the topic of professional development of a teacher. It is by the level of competence that one can predict the results of the teacher’s teaching.
Teacher Professional Development Plan
It is always compiled on an individual basis, but the goal in any case is the same - to increase the notorious competencies in accordance with the requirements for teachers in the modern world.
Related tasks may be the study and further use of modern methods and technologies for organizing educational and cognitive activities and improving the quality of schoolchildren’s education.
Here is what is usually included in a teacher’s professional development plan:
- Mastering psychological and pedagogical technologies (inclusive, including) and their further application. This is necessary for targeted work with a wide variety of students, from socially vulnerable children to gifted ones.
- Formation and improvement of individual teaching style.
- The development of technologies, techniques and methods consistent with the new GEF.
- Taking an active part in various competitions, conferences, workshops and seminars.
- Development and subsequent implementation of new individual development programs for pupils (as a rule, together with parents).
- Planning and conducting lessons of a new or wider format (for example, an excursion lesson).
- The development of special technologies and their further application in order to implement corrective and developing tasks.
- Creation of optimal conditions for the disclosure of the individual abilities of the pupils, facilitation of the formation of independent learning activities in them, attraction of information and communication technologies for this.
Of course, this is just an example. Plans reflecting the professional development of vocational education teachers (as well as general, secondary special, etc.) are usually much more detailed. And before they are compiled, a thorough analysis of the goals, objectives, aspects of the teaching activity, as well as personal results and achievements of the teacher is carried out.
Exposure and Composure
Much has been said above about the features of the professional development of a modern teacher. Now we need to focus on individual qualities, the presence of which characterizes the teacher as a true specialist.
Exposure and self-control are key among them. The teacher needs to be able to always remain calm, to control his feelings, not to give free rein to temperament. In the classroom, the teacher should be optimistic, cheerful and cheerful, but not overly excited.
Without these qualities, the development of a teacher’s professional activity is impossible. Because teaching itself is an area saturated with tense situations and factors that are associated with the likelihood of increased emotionality. Therefore, patience, tact, tolerance, rationality and stability in this activity can not do.
Conscience
Talking about the development of professional qualities of a teacher, it is necessary to note the concept of conscience. In this case, we mean the subjective awareness of the teacher’s responsibility and duty to the pupils, which arouses the need to act in accordance with the standards of teaching ethics. Indeed, it is from this that professional dedication is born.
The concept of pedagogical justice can also be attributed to this. It reflects the objective attitude of the teacher to each student. A true specialist does not divide the pupils into pets and everyone else. And if some students cause sympathy, then this does not affect the assessment of their success.
Honor and Ethics
Discussing the topic of the development of professional competencies of a teacher, we must also mention these concepts. Honor in this case prescribes certain requirements for the teacher’s behavior, encourages in certain situations to behave appropriately for the profession and social status.
After all, what an ordinary person can afford is not always available to the teacher. The social and professional role that he performs prescribes special requirements for moral character and cultural level. If the teacher lowers the bar, then he will not only humiliate himself, but also provoke a deterioration in the attitude of society towards the profession and its other representatives as a whole.
In conditions of professional development of a teacher, ethics also plays an important role. This is the name of the harmony of behavior, consciousness and moral feelings of the teacher, manifested in everything, but in particular in communication (with students, parents, colleagues).
Terms
All of the above is only a small part of what concerns the personal and professional development of a teacher. Teachers really have very high demands in the modern world. And of course, in order for them to cope with an endless list of obligations, they must be provided with appropriate conditions.
Professional development of the personality of the teacher is impossible without his indefatigable desire to engage in this activity. But this is an internal condition. External ones include:
- Material and moral stimulation of achievements.
- Favorable acmeological environment.
- Outside belief in the success of the teacher.
- Constant support of the teacher at every stage of his professional path.
- Updating the content of vocational education in accordance with the pace at which the environment is changing.
- Help in the implementation of pedagogical creative potential.
- Motivation in the development of educational institutions, focus on its prosperity.
- Providing opportunities for success in professional activities (to all teachers, without exception).
All this does not just affect the formation of professional maturity of the teacher. When the state provides teachers with the conditions for their work, they understand that they are doing really meaningful work that is valued in society.
Conclusion
Of course, there are many other factors of the teacher’s professional development. But to summarize, here are the qualities and characteristics that should be present in a person who wants to engage in this activity and to further improve in it:
- Leadership trend.
- High erudition, well-set speech.
- The ability to direct all their qualities to the achievement of pedagogical tasks.
- Hypertensiveness.
- Social activity, desire to contribute to solving problems related to teaching activities.
- A balanced and strong type of nervous system.
- The desire to work with children, receiving spiritual satisfaction from this.
- Ability to take into account the individual characteristics of students.
- Demanding (to others and to oneself).
- The ability to set and articulate goals.
- Responsiveness and kindness.
- The ability to quickly make the right decisions in extreme conditions.
- Organization.
- Self-confidence.
- The tendency to a democratic style of communication.
- Adequate self-esteem.
- Conflict free.
- The ability to collaborate.
Any program of professional development of a teacher will be mastered by a person who has these qualities. At the same time, one who is characterized by such features will never be a good teacher:
- Vengeance.
- Partiality.
- Distraction.
- Imbalance.
- Arrogance.
- Unscrupulousness.
- Irresponsibility.
- Incompetence.
- Propensity for assault.
- Aggressiveness.
- Rudeness.
And of course, the main “contraindication” to pedagogical activity is laziness. Yes, the profession of a teacher is extremely social, and much of what has been said is related specifically to the moral, spiritual aspect. But a lazy person who does not want to develop will never become a good teacher. He simply will not be able to teach his students something useful and really necessary. But this is the essence of pedagogical activity.