The functions and goals of pedagogical activity have a deeply humanitarian basis. The work of the teacher is based primarily on the love of life, children, the world. An integral element of the profession is also the responsibility for the quality of knowledge and the development of the child as a person. It is teachers who have a key influence on the moral principles of public life. Let us further consider what constitutes the structure and functions of pedagogical activity.
Teacher role
Any achievements in the economy of the state will not give the proper effect if the conditions are not provided in which they will realize the functions of social and pedagogical activity. The role of a teacher in society is difficult to overestimate. If you do not even take into account the educational aspect of the work, teachers act as a link between all members of society. In this regard, the teacher expresses the general needs and interests of the population, knows the pressing problems of our time.
Pedagogical activity: essence, structure, functions
The work of the teacher is very specific. Pedagogical is called a special kind of activity of adult citizens useful for society, consciously aimed at preparing children for life in accordance with existing political, economic, aesthetic, moral and other goals. As part of this work, an objective process of education is organized. The functions of socio-pedagogical activity are aimed at improving and accelerating the preparation of the younger generation for life. This is due to the fact that teachers, realizing the tasks assigned to them, use theoretical knowledge and practical experience within the framework of a system of special institutions. Many authors consider the allocation of each function of professional pedagogical activity apart from others, while maintaining their relationship. Three components were formed in the general teaching system: communicative, organizational, and constructive. For the implementation of each function of pedagogical activity, pedagogical abilities and skills, abilities and aspirations play a key role.
general characteristics
The constructive functions of professional pedagogical activity fall into:
- Operational . It involves planning the teacher’s own actions and student behaviors.
- Meaningful . As part of the implementation of this function of the teacher’s professional pedagogical activity, the selection and layout of materials, the planning and construction of the entire educational process are carried out.
- Material . In the framework of this direction, the design of the educational and methodological base of the whole process is being carried out.
The organizational aspect provides for the implementation of a set of actions aimed at including children in different jobs, forming a team. Of particular importance is communicative pedagogical activity. The functions of pedagogical activity in this direction are aimed at establishing appropriate, from an educational point of view, teacher relations with children, colleagues, parents, and members of the public.
Important point
Types and functions of pedagogical activity are realized in the presence of constant feedback. Due to it, the teacher timely receives information about the results of achieving the goals. In this regard, the control and evaluation component is also included in the set of elements from which pedagogical activity is formed. Functions of pedagogical activity are realized by teachers of any specialty. Each of them must have appropriate skills and qualifications.
The main functions of pedagogical activity
The educational process is implemented with direct subordination to the tasks and goals set by the teacher. The key functions of pedagogical activity are:
- Diagnostic It is associated with the study of children, determining the level of psychological development of each child individually and the whole team.
- Orientational and prognostic. It is expressed in the ability to determine the tasks, directions and goals of the educational process, as well as to plan its results.
- Design and engineering. It involves the adequate formation of educational work.
- Organizational . For this function of the teacher’s pedagogical activity, the active involvement of children in the educational process is characteristic. It involves emotional and moral stimulation of each child.
- Explanatory . It involves informing in various fields of knowledge, taking into account the latest scientific achievements.
- Communicative-stimulating. This function is based on the formation of an atmosphere of cooperation, the humane attitude of the teacher towards children.
- Analytical evaluation. It consists in analyzing the process of training and education, the ability to make appropriate adjustments to it.
- Research and creative. This function involves the understanding and development of theoretical principles, the use of the results of our own analysis and the achievements of our colleagues in our work.
Key aspects
Traditionally, there are two areas in which pedagogical activity is carried out. The functions of pedagogical activity are focused on teaching and upbringing. The first direction involves the management of mainly cognitive abilities and aspirations of children. Educational activity is focused on the organization of student behavior. It involves solving problems in the harmonious development of personality. By and large, these concepts can be called identical. This approach to considering the relationship between these areas of activity reveals the essence of the thesis on the unity of education and upbringing. Teaching, which is carried out not only within the lesson, but also in any organizational form, has, as a rule, a clear time frame, a specific goal and options for achieving it. With regard to education, the same cannot be said. This work does not directly pursue the achievement of goals, since it is impossible in an organizational form limited by time frames. In the educational process, it is possible to provide for exclusively consistent solutions to certain tasks. They, in turn, are aimed at achieving the goal of education. As a key criterion for the effective solution of the tasks posed is a positive change in the consciousness of children, which manifests itself in behavior, emotional reactions, cognitive activity.
Teacher culture
She acts as an integral element of the professionalism of the teacher. The well-formed information culture helps to optimize the educational process. Possessing it, teachers get the opportunity:
- Apply new ways and methods of presenting, generalizing information. In particular, it is about academic performance, the level of knowledge of children.
- Use more materials.
- To develop and apply computer monitoring and educational programs.
- Continuing education through distance learning.
- Use modern information resources in self-education.
The effectiveness with which the function of designing pedagogical activity will be realized depends on how developed the information culture is.
Personal qualities
They act as the foundation on which pedagogical activity is based. The functions of pedagogical activity cannot be implemented by incompetent specialists. In this regard, special requirements are placed on teachers. Of paramount importance is the professional development of the teacher. It affects the level of development of society as a whole. The personality of the teacher and his knowledge act as value capital. The content, functions of pedagogical activity suggest the presence of certain orientations, knowledge that the specialist passes to children. In this regard, the teacher is not only a personifier of normative work, but also an active participant who realizes his skills for the benefit of society. To fully understand the essence, functions of pedagogical activity, a person must go a certain way. The formation of his competence covers a long period.
Specialist skill
It is considered the highest level of pedagogical activity. Mastery is characterized by high efficiency and creativity. By manifesting it, the teacher performs his work at the level of samples and standards, tested in practice and set out in methodological recommendations. It must be said that the skill of the teacher is not directly related to the length of his experience. The basic functions of pedagogical activity considered above cannot be realized without the ability of a specialist to build and set in motion the educational process. According to A.S. Makarenko, mastery of the skill is available to absolutely every teacher subject to purposeful self-development. It is formed, undoubtedly, on the basis of practical experience. However, far from always he becomes a source of teacher skill. It can only be work, the essence, goals and technology of which will be realized. The skill of the teacher is a complex of individual and business qualities and the competence of a specialist.
Components
The elements that form the teacher’s skill are:
- Psychological and pedagogical erudition.
- Teaching Technique.
- Professional abilities.
Under the teaching technique should be understood various techniques of the individual impact of a specialist on children. The process of education can be considered from a methodological, social and other points of view. The public position forms a set of values that a specialist must pass on to each child. To implement this task, special training of the teacher is required. He must be able to operate on existing values, to be their bearer. One of the most important components of mastery is the ability to find the right tone for expressing one's appreciation.
Teaching abilities
They represent a special mental property of an individual, which is expressed in sensitivity to the current requirements of the educational system, to the specifics of reflection by their respective students, as well as to probable ways of influencing children to obtain the desired result. Communicative abilities are manifested in ways of establishing relationships with each child on the basis of gaining trust and authority. They are provided by:
- The ability to identify, that is, to identify oneself with children.
- Differentiated sensitivity to personal characteristics of students (their inclinations, interests, needs, etc.).
- Ability to suggest.
- Developed intuition. It acts as an important characteristic of creative thinking and is manifested in anticipation of the desired result in the process of choosing a strategy.
One of the methods of influence is suggestion. It can be beneficial if it is aimed at stimulating imagination, self-confidence, the ability to overcome obstacles that arise, and self-affirmation through work. Suggestion can be destructive. This is manifested if it is aimed at relaxation, humiliation, disbelief in one’s own abilities or forces, or unreasonable narcissism.
Organizational skills
They are necessary for any teacher to implement their functions. Organizational skills are manifested in the teacher’s sensitivity to productive and unproductive forms:
- the interaction of children with objects of knowledge during the educational process and after school hours;
- teaching children self-organization;
- building relationships in teams and groups, etc.
Competence
It represents the ability to determine the correspondence between a situation and knowledge. Competence consists of a set of interrelated qualities of an individual, which are formed relative to a specific range of objects and processes necessary to perform productive and high-quality work. The key goal of the professional development of the teacher and his activities, therefore, is to radically rethink the content of the pedagogical process, the forms of its organization. A specialist should have the ability to systematically, efficiently, optimally forecast and perform work in the educational space, taking into account his own interests and achievements of science. The professionalism of the teacher is enhanced by increasing competencies. It is determined based on an analysis of educational events and situations. Equally important are the characteristics of the levels of professionalism. In total, there are three of them:
- Reproductive.
- Adaptive.
- Local modeling.
In each new level there is a previous one that has undergone qualitative changes.
Competency Model
Pedagogical professionalism has a number of features. Together, they form a competency model. It provides an effective implementation of pedagogical functions. These signs include:
- Understanding the basics.
- The ability to predict the phenomena and processes that are in the zone of vision of a specialist.
- Inclusion of intuitive processes.
- Originality and novelty of activity, rejection of stereotypes.
- Competent approach to work organization.
Self-education
The basis of any professionalism are skills, knowledge. However, over time, they become obsolete, and their assessment changes. In this regard, to ensure effectiveness in the implementation of pedagogical functions, continuous training of specialists is necessary. At the same time, successful work in lectures cannot replace the self-education and self-education of teachers. Currently, a number of principles have been identified that contribute to the independent development of the teacher's competence. These include:
- The complexity of the approach. The teacher deepens knowledge, skills and abilities in various fields of his activity, improves mastery, while working on the adjustment of personal qualities, comprehending his own work style.
- Systematicity, continuity, consistency and orderliness. Only on their basis can a high level of professional skill be achieved. Even a slight break in work during the accumulation of knowledge and strengthening skills, as practice shows, reduces the productivity of labor. One of the features of self-education is the need for systematic work. It is carried out throughout all educational activities. To achieve any goal, you must be able to plan work on self-education and self-education.
Communication
It acts as an integral element of the professional activity of a teacher of any specialty. This is due to the fact that exclusively in communication with children the key tasks of the educational and upbringing process are solved. Despite the fact that in the course of university training, the basic elements of pedagogical communication are studied quite fragmentarily and superficially, many practical teachers subsequently become brilliant masters. Along with this, they build communication, mainly intuitively, based on personal experience and common sense. Meanwhile, there are opposing views on the essence of the communicative function of the teacher and methods for its implementation. In accordance with the traditional approach, communication is considered as a certain impact aimed at transferring the necessary knowledge to children and the formation of their desired qualities. According to an alternative approach, priority is given to the interaction of communication participants in an equal dialogue and cooperation. Leading scientists note that both of these approaches lend themselves to criticism, since when using either of them, it is possible to bring to a dangerous extreme - liberal connivance or authoritarian dictatorship. According to analysts, the most comprehensive approach will be considered. It provides the opportunity to effectively implement pedagogical functions taking into account age, individual psychological, gender and other characteristics of students.
Conclusion
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