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The main qualities of a teacher's personality. Professional qualities of a teacher

teacher suitability creativity self-education

Professional suitability and professional readiness of the teacher. In pedagogy, the requirements for a teacher are expressed in different terms: “professional suitability”, “professional readiness”. These concepts have special semantic shades and are used in different contexts.

So, professional suitability is understood as a set of mental and psychophysiological characteristics of a person necessary to achieve success in the chosen profession.

In addition, the concept of “professional readiness”, borrowed from engineering psychology, has been established in pedagogy as more capacious and mobile. Professional readiness for pedagogical activity, in addition to professional suitability, includes the level of skills and abilities. In its composition, it is legitimate to single out, on the one hand, psychological, psychophysiological and physical readiness (i.e. professional suitability), and on the other hand, scientific, theoretical and practical training of a teacher. Thus, a student, in terms of his psychophysiological qualities, may be suitable for work as a teacher, but due to insufficient theoretical or practical training not ready for it yet.

Idealized personal and professional qualities that make up the concept of a teacher's professional readiness can be represented as a professiogram. A professiogram is a kind of passport that includes a combination of personal qualities, pedagogical and special knowledge and skills necessary for a teacher.

The professional profile of a teacher. E.V. Kuzmina (1967), having subjected the teacher's activity to a thorough analysis, singled out three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative. Constructive activity is divided into constructive-content (selection and composition of educational material, planning and construction of the pedagogical process), constructive-operational (planning one's actions and students' actions) and constructive-material (designing the educational and material base of the pedagogical process). Organizational (managerial) activity involves the implementation of actions aimed at including students in various activities, creating a team and organizing joint activities. Communicative activity is aimed at establishing pedagogically expedient relations between the teacher and pupils, other teachers of the school, members of the public, and parents.

The effectiveness of the pedagogical process is due to the presence of constant feedback. It allows the teacher to receive timely information about the compliance of the results obtained with the planned tasks. Because of this, in the structure of pedagogical activity, it is necessary to single out the control-evaluative (reflexive) component.

A teacher is not only a profession, the essence of which is to transfer knowledge, but also a high mission of creating a personality, affirming a person in a person. In this regard, we can single out a set of socially and professionally conditioned qualities of a teacher: high civic responsibility and social activity; love for children, the need and ability to give them your heart; genuine intelligence, spiritual culture, desire and ability to work together with others; high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values ​​and make creative decisions; the need for constant self-education and readiness for it; physical and mental health, professional performance.

Summing up the requirements for the work and personality of the teacher, imposed by the conditions for the development of society in present stage, they can be represented as follows: high culture and morality, dedication, nobility, a keen sense of the new, the ability to look into the future and prepare their pets for life in the future, the maximum realization of individual talent in combination with pedagogical cooperation, the community of ideas and interests of teachers and students , creative attitude to business and social activity, high professional level and the desire to constantly replenish their knowledge, adherence to principles and exactingness, responsiveness, erudition and social responsibility.

In the professiogram, the leading place is occupied by the position of the teacher - the system of his intellectual-volitional and emotional-evaluative attitudes towards the world.

Distinguish social and professional position of the teacher. The social position of the teacher is made up of a system of his views, beliefs and value orientations. Professional position - attitude to the teaching profession, the goals and means of pedagogical activity. The teacher can act as an informer, friend, dictator, adviser, petitioner, inspirer, etc. Each of these professional positions can have both a positive and a negative effect, depending on the personality of the teacher, on his social positions.

Conviction is considered to be the deepest, fundamental characteristic of a teacher's personality. The face of the teacher is determined by a humanistic position, the desire to carry knowledge, an intolerant attitude towards shortcomings and moral vices that degrade the dignity of the human person, a heightened sense of duty and responsibility; the desire to improve their pedagogical competence and to become a model for pupils, the ability to carry culture

The next most important characteristic of a teacher is the orientation of the personality. It is the framework around which the main professional meaningful properties- interest in the profession, pedagogical vocation, professional and pedagogical intentions and inclinations.

The basis of the pedagogical orientation is the interest in the teaching profession, which finds its expression in a positive emotional attitude towards children, parents, pedagogical activity in general and its specific types, and in the desire to master pedagogical knowledge and skills.

A teacher with a pronounced pedagogical orientation is characterized by adherence to the norms of pedagogical ethics, conviction in their significance. The professional and pedagogical orientation of the individual is also manifested in such qualities as pedagogical duty and responsibility.

The concept of "professional duty" concentrates the requirements for the personality of a teacher as a professional: to carry out labor functions, to build relationships with students and their parents, work colleagues correctly, to be aware of one's attitude to the chosen profession, one's teaching staff and society as a whole.

A necessary quality for a teacher is a pedagogical tact - an intuitive sense of proportion that helps to dose the effects and balance one remedy with another. The tactics of the teacher's behavior consists in choosing a style and tone depending on the time and place of the pedagogical action, as well as on the possible consequences of applying certain methods.

The pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, civic position and professional excellence. It is the basis on which spiritual closeness grows between teachers and students, trust is born. The pedagogical tact is especially clearly manifested in the control and evaluation activities of the teacher, where special care and fairness are extremely important.

Pedagogical justice is a kind of measure of the objectivity of the teacher, the level of his moral education (kindness, integrity, honesty), which is manifested in his assessments of the actions of students, their attitude to learning, socially useful activities, etc. A fair teacher is the highest praise for a teacher; it expresses respect, recognition of the mind and humanity, kindness and integrity, the unity of personal and business qualities.

V.A. Sukhomlinsky wrote: “Justice is the basis of the child's trust in the educator. But there is no abstract justice - outside of individuality, outside of personal interests, passions, impulses. To become fair, one must know the spiritual world of each child to the subtlety.

A manifestation of the individual spiritual culture of a teacher is creative self-giving, in which one's own self-affirmation is inextricably linked with service to society. One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge and the recognition of its intrinsic value. The desire for education, its continuity should be considered as the norm of professional and personal growth teacher.

Cognitive activity includes the desire for learning (desire, interest), focus on the subject of knowledge.

There are several types of activities: constructive, organizational, communicative.

Constructive activity can be carried out if the teacher has analytical, prognostic and projective skills.

Analytical skills are made up of the following particular skills:

  • - to divide pedagogical phenomena into constituent elements (conditions, causes, motives, incentives, means, forms of manifestation, etc.);
  • - comprehend each pedagogical phenomenon in conjunction with all components of the pedagogical process;
  • - to find in the psychological and pedagogical theory ideas, conclusions, patterns that are adequate to the logic of the phenomenon under consideration;
  • - correctly diagnose the pedagogical phenomenon;
  • - isolate the main pedagogical task (problem) and determine the ways of its optimal solution.

Reflective skills constitute a special group of analytical skills. These include the ability to analyze their own actions.

predictive skills. Management of the pedagogical process involves focusing on the final result clearly presented in the mind.

The predictive skills of a teacher are based on knowledge of the essence and logic of the pedagogical process, the laws of age and individual development of students. This knowledge makes it possible to foresee what exactly students may misunderstand, what meaning they can put into certain pedagogical actions; how the material will be perceived in connection with the everyday ideas that schoolchildren have, what their experience will contribute to a deeper penetration into the essence of what is being studied.

Pedagogical forecasting also involves seeing the qualities of students and the characteristics of the team that can be formed over a given period of time.

Depending on the direction of the pedagogical task, prognostic skills can be divided into three groups:

  • - the ability to predict the development of the team, the development of the system of relationships;
  • - the ability to predict the development of a personality: its qualities, feelings, will and behavior, possible deviations in development, difficulties in establishing relationships with peers;
  • - the ability to predict the course of the pedagogical process: the difficulties of students, the results of the application of certain methods, techniques and means of education and upbringing, etc.

Projective skills. The logic of developing a project of pedagogical activity dictates the following structure of projective skills:

  • - translate the goals and content of education and upbringing into specific pedagogical tasks;
  • - take into account the needs and interests of students, the possibilities of the material base, their experience and personal and business qualities;
  • - to determine the main and subordinate tasks for each stage of the pedagogical process;
  • - select activities that correspond to the tasks set and plan a system of joint creative activities;
  • - plan individual work with students in order to overcome existing shortcomings and develop their abilities, creative forces and talents;
  • - select the content, choose the forms, methods and means of the pedagogical process in their optimal combination;
  • - plan a system of techniques to stimulate the activity of schoolchildren and contain negative manifestations in their behavior;
  • - plan ways to create a personal development environment and maintain relationships with parents and the public.

The organizational activity of the teacher involves the ability to include students in various activities and organize the activities of the team. Organizational activity acquires special significance in educational work. Organizational as general pedagogical include mobilization, information, developmental and orientation skills.

Mobilization skills are the skills to attract the attention of students and develop their steady interest in learning, work and other activities, form the need for knowledge, equip students with the skills of educational work and the basics scientific organization educational work, to use the knowledge and life experience of pupils to form their creative attitude to the world around them, to create special situations for the pupils to commit moral deeds.

Information skills include the ability to present educational material, work with sources, as well as the ability to transform information didactically.

In the process of communication with students, information skills are manifested in the ability to logically build and lead a story, explanation, conversation, problem statement; formulate questions in an accessible form, briefly, clearly and expressively; rebuild, if necessary, the plan and course of presentation of the material.

Developing skills involve the definition of the "zone of proximal development" (L.S. Vygotsky) of individual students and the class as a whole.

Orientation skills are the ability to form the value orientations of pupils, which include attitudes towards work, natural and social phenomena, ideals and other motives of behavior; instilling a steady interest in teaching and research activities, in professional activities that correspond to inclinations, as well as in joint creative activity students.

The communicative activity of a teacher can be structurally represented as interrelated groups of perceptual skills, communication skills proper and pedagogical techniques.

Perceptual skills are the ability to understand others (students, teachers, parents): their personal characteristics and value orientations.

Perceptual skills include the following:

  • - to determine the nature of experiences, the state of a person, his involvement or non-involvement in certain events by minor signs;
  • - find in the actions and other manifestations of a person signs that make him different from others, and perhaps even from himself in similar circumstances in the past;
  • - to see the main thing in another person, correctly determine his attitude to social values, take into account in the behavior of people "corrections" for the perceiver and resist the stereotypes of perception of another person (idealization, favoritism, "halo effect", etc.).

Data about students, obtained as a result of the "inclusion" of perceptual skills, constitute a necessary prerequisite for the success of pedagogical communication at all stages of the pedagogical process. At the stage of modeling the upcoming communication, the teacher relies primarily on his memory and imagination. He must mentally restore the features of previous communication with the class and individual students, put himself in their place, “merge” with them, see the world around him and what is happening in it through their eyes.

Communication skills in the pedagogical process are the ability to distribute attention and maintain its stability; choose in relation to the class and individual students the most appropriate way of behavior and treatment; analyze the actions of pupils, see behind them the motives by which they are guided, determine their behavior in various situations; create the experience of emotional experiences of students, provide an atmosphere of well-being in the classroom; manage the initiative in communication, using for this a rich arsenal of tools that increase the effectiveness of interaction.

Pedagogical technique is a set of skills necessary to stimulate the activity of both individual students and the team as a whole. This includes the ability to choose the right style and tone in communication, to manage their attention, the pace of activity, the skills to demonstrate their attitude to the actions of students.

A special place in the range of skills and abilities of pedagogical technology is occupied by the development of the teacher's speech as one of the most important educational means - correct diction, "set voice", rhythmic breathing and reasonable addition of facial expressions and gestures to speech.

In addition to those named, the following should be attributed to the skills and abilities of pedagogical technology: the ability to control one's body, relieve muscle tension in the process of performing pedagogical actions; regulate their mental states; cause “by order” feelings of surprise, joy, anger, etc.; own the intonation technique for expressing different feelings (requests, demands, questions, orders, advice, wishes, etc.); win over the interlocutor, figuratively convey information, if necessary, change the subtext load; mobilize creative well-being before the upcoming communication, etc.

An important factor influencing the effectiveness of pedagogical activity is the personal qualities of the teacher. The specificity of pedagogical work imposes a number of requirements on the teacher, which in pedagogical science are defined as professionally significant personal qualities.

Scientists offer a diverse set of personal qualities that are significant for the teaching profession, attempts are being made to identify the most significant and significant in terms of the effectiveness of pedagogical activity.

L.M. Mitina identified and grouped 55 personality traits, which made up the significant qualities of a teacher. The teacher should not only know these qualities, but be able to diagnose himself in order to determine the degree of their formation at one stage or another. professional development to outline ways and means of further development of positive qualities and eradication of negative ones.

Professionally significant qualities of a teacher's personality as characteristics of the intellectual and emotional-volitional aspects of a personality significantly affect the result of professional and pedagogical activity and determine the individual style of a teacher.

It is legitimate to single out dominant, peripheral, negative and professionally unacceptable qualities (Table 1).

Dominant are qualities, the absence of any of which entails the impossibility of effective implementation of pedagogical activity.

Peripheral qualities are not of decisive importance, but contribute to the success of professional activity.

Negative qualities are those that lead to a decrease in the effectiveness of pedagogical work, and professionally unacceptable ones lead to the teacher's professional unsuitability.

pedagogical professional personality quality

Table 3.4.1 Teacher personality traits

Professional significant qualities of a teacher

Negative qualities of a teacher

Professionally unacceptable qualities

Dominant

Peripheral

social activity,

interest in social problems;

purposefulness;

equilibrium;

desire to work with children;

speed of reaction in an emergency situation;

honesty;

justice;

a responsibility;

modernity;

creative approach to business;

humanity;

erudition;

tact;

tolerance;

optimism;

competence

Goodwill;

friendliness;

sense of humor;

artistry;

wisdom;

external attractiveness

partiality;

imbalance;

arrogance;

revenge;

distraction

Availability bad habits recognized as socially dangerous (alcoholism, drug addiction);

moral impurity;

assault;

coarseness;

unscrupulousness;

incompetence in matters of teaching and upbringing;

irresponsibility

As options for the classification of professionally significant personal qualities of a teacher, we present the author's development of T.P. Ivanova, V.S. Nikolaeva, V.P. Simonov, which contains three levels of qualities: optimal, acceptable, critical (Table 2).

Table 2 Classification of teacher personality traits

Individual psychological traits

Optimal

Permissible

critical

Strong, balanced type of nervous system;

leadership tendency;

self confidence;

exactingness;

empathy and kindness;

hyperthymia;

creativity

Strong unbalanced type of nervous system;

authority;

self-confidence;

intransigence;

lack of independence;

pedantry;

making creative decisions in critical situations

Weak inert type of nervous system;

despotism;

narcissism;

cruelty;

excessive conformism;

excitability;

exaltation;

template actions;

A special combination of personal qualities forms pedagogical abilities. Abilities are subjective conditions for the successful implementation of pedagogical activity.

The following pedagogical abilities are distinguished: didactic (learning and upbringing abilities), constructive, perceptual, expressive, communicative, organizational. Knowledge of professionally significant qualities and abilities, their role in professional activities contributes to the desire of each teacher to improve these qualities, which ultimately leads to qualitative changes in educational work with children.

The position on the important, defining role of the teacher in the learning process is generally recognized in all pedagogical sciences. The term "pedagogy" has two meanings. The first is the field of scientific knowledge, science, the second is the field of practical activity, craft, art. The literal translation from Greek is “tutor” in the sense of the art of “guiding a child through life”, i.e. to train, educate him, direct his spiritual and bodily development. Often with the names of people who later became famous, the names of the teachers who raised them are also called. We will talk about the professional and personal qualities of teachers in this article.

As P.F. Kapterov emphasized at the beginning of our century, “the personality of the teacher in the learning environment occupies the first place, one or another of his properties will increase or decrease the educational impact of training.” What properties of the teacher were defined by him as the main ones? First of all, “special teaching qualities” were noted, to which P.F. Kapterev attributed the "scientific training of the teacher" and "personal teaching talent".

The first property of an objective nature lies in the degree of knowledge of the taught subject by the teacher, in the degree of scientific training in this specialty, in related subjects, in broad education; then in acquaintance with the methodology of the subject, general didactic principles, and, finally, in the knowledge of the properties of children's nature, with which the teacher has to deal; the second property is of a subjective nature and lies in the art of teaching, in the personal pedagogical talent of creativity. The second includes pedagogical tact, pedagogical independence, and pedagogical art. The teacher must be an independent, free creator, who himself is always on the move, in search, in development.

Along with the "special" properties, which were classified as "mental", P.F. Kapterev also noted the necessary personal - "moral-volitional" properties of the teacher. These include: impartiality (objectivity), attentiveness, sensitivity (especially to weak students), conscientiousness, perseverance, endurance, self-criticism, true love for children.

In pedagogical psychology, the most important social role of the teacher, his place, functions in society is emphasized, and the requirements placed on him and the social expectations formed in relation to him are analyzed. Accordingly, professional and pedagogical training and teacher self-training are considered as one of the leading problems of pedagogical psychology.

General characteristics of the professional and personal qualities of the teacher

The concept of "personal qualities of a teacher"

The personal and individual qualities of a teacher must simultaneously meet two levels of requirements for this profession. The requirements of the first level are imposed on the teacher in general as a carrier of the profession. They are irrelevant to social conditions, social formations, educational institution, educational subject. Any real teacher must meet these requirements, regardless of whether he works under capitalism, socialism, in the conditions of a village, city, whether he teaches mathematics, labor, language, etc.

Researchers note the obligatory nature of such personal qualities as the adequacy of self-esteem and the level of claims, a certain optimum of anxiety, which ensures the intellectual activity of the teacher, purposefulness, perseverance, diligence, modesty, observation, contact. The need for such a quality as wit, as well as oratorical abilities, artistry of nature is specially emphasized. Particularly important are such qualities of a teacher as readiness to understand the mental states of students and empathy, i.e. empathy, and the need for social interaction. Great importance given by researchers to the "pedagogical tact", in the manifestation of which the general culture of the teacher and the high professionalism of his pedagogical activity and orientation are expressed.

Each teacher should ideally have certain pedagogical abilities in order to achieve successful activity. Pedagogical abilities are usually included in the structure of organizational and gnostic abilities discussed below, although these abilities can exist separately from each other: there are scientists who are deprived of the ability to transfer their knowledge to others, even to explain what they themselves understand well. The pedagogical abilities required for a professor who teaches a course to students and for the same scientist - the head of the laboratory are different.

E.F. Zeer gives the following personality traits, the structure of which, in his opinion, constitutes the actual pedagogical abilities:

  • - the ability to make educational material accessible;
  • - creativity at work;
  • - pedagogical-volitional influence on students;
  • - the ability to organize a team of students;
  • - interest and love for children;
  • - richness and brightness of speech, its figurativeness and persuasiveness;
  • - pedagogical tact;
  • - the ability to connect the subject with life;
  • - observation;
  • - pedagogical demands.

The requirements of the second level are presented to the advanced teacher in general, regardless of the academic subject that he teaches - this is his personal readiness for pedagogical activity. Readiness implies a broad and professional systemic competence, a person's strong conviction, a socially significant orientation of the individual, as well as the presence of a communicative and didactic need, the need for communication, and the transfer of experience.

A steady motivation to work in the chosen profession, the desire to realize oneself in it, apply one's knowledge, abilities reflects the formation professional orientation personality. This is a complex, integrative quality.

The components of the professional and pedagogical orientation of the personality of teachers and masters of industrial training are social and professional orientations, professional and pedagogical interests, motives for professional activity and self-improvement, professional positions personality. They reflect the attitude to professional and pedagogical activity, interests and inclinations, the desire to improve their training.

Professional Competence and Pedagogical Centering

The growing role of professionalism in modern conditions poses the problem of professional competence specialist. What does the concept of "professional competence" include? How does it differ from the usual knowledge, skills and abilities found in pedagogical literature? Professional competence is an integrative quality of a specialist's personality, including a system of knowledge, skills, generalized methods for solving typical problems.

The formation of professional competence depends on various personality traits; its main source is training and subjective experience. Professional competence is characterized by a constant desire for improvement, the acquisition of new knowledge and skills, and the enrichment of activities. The psychological basis of competence is the readiness for continuous improvement of one's qualifications, professional development.

An important characteristic of the socio-psychological orientation of the teacher is pedagogical centralization.

Centering is the selective focus of the teacher on different aspects of the pedagogical process.

There are 6 types of centralization:

Conformal - centering on interests, opinions of colleagues;

Egocentric - centering on the interests, needs of one's Self;

Humanistic - centering on the interests of children (teachers with such a centering are distinguished by attention and sensitivity to all students);

Centering on the interests, requirements of the administration (typical for teachers with unrealized individual characteristics due to their diligence and the reproductive nature of their activities);

Centering on the interests of parents (found in teachers who have become dependent on the parents of their students);

Methodical, or cognitive - centering on the content, means and methods of teaching.

Consider the results of a diagnostic study contemporary problem formation of the professional orientation of the personality, conducted by O.N. Shakhmatova and E.F. Zeer.

Below is a generalized form of the professional-psychological profile of a teacher.

1. Socio-psychological orientation.

Type of pedagogical centering:

conformal,

egocentric

For the benefit of parents

Methodical.

2. Professional competence.

2.1. Pedagogical competence.

2.2. Psychological competence.

2.3. Socio-communicative competence:

Social and communicative adaptability,

Striving for concord

Intolerance for uncertainty

avoiding failure,

frustration tolerance.

3. Pedagogically significant qualities.

3.1. Logical thinking.

3.2. Creative potential.

3.3. Empathy.

Empathy,

Real empathy.

3.4 Subjective control:

internality,

Externality.

3.5. Social intelligence.

4. Pedagogically undesirable qualities.

4.3. Demonstrativeness.

5. Pedantry.

Thus, we see that professional typical tasks and situations, as well as professional pedagogical skills, have become the basis of this diagnosis of professional competence.

Communication skills of the teacher and their role in pedagogical communication

Personal and professional qualities necessary for a teacher when communicating with an audience

Successful pedagogical communication and interaction between a teacher and students presupposes that the teacher has the following psychological qualities and abilities:

  1. interest in people and working with them, the need and skills of communication, sociability, communicative qualities;
  2. ability of emotional empathy and understanding of people;
  3. flexibility, operational and creative thinking, which provides the ability to quickly and correctly navigate in changing communication conditions, quickly change the speech impact depending on the communication situation, the individual characteristics of students;
  4. ability to feel and support feedback in communication;
  5. the ability to control oneself, one's mental state, one's body, voice, facial expressions, the ability to control mood, thoughts, feelings, the ability to relieve muscle clamps;
  6. ability to spontaneity (unprepared communication);
  7. the ability to predict possible pedagogical situations, the consequences of their influences;
  8. good verbal abilities: culture, development of speech, rich vocabulary, correct selection of language means;
  9. mastery of the art of pedagogical experiences, which are a fusion of life, natural experiences of the teacher and pedagogically expedient experiences that can influence students in the required direction;
  10. the ability for pedagogical improvisation, the ability to apply the whole variety of means of influence (persuasion, suggestion, infection, application various tricks influences, "devices" and "attachments").

Means of increasing the effectiveness of the impact:

  • - "adaptations" - a system of techniques (facial, speech, psychological): approval, advice, discontent, hint, request, condemnation, humor, mockery, order, trust, wish, etc. (up to 160 types);
  • - "additions or completions" - adapting one's body, intonation and communication style to another person in order to then adapt his behavior to the goals of the teacher;
  • - strengthening the impact through raising the voice at the beginning of the phrase compared to the previous one; change of methods of verbal influence: transition from complex to simple, from simple to complex; relief selection of phrases; abrupt change in communication.

In conditions of improvisation (due to the occurrence of an unexpected situation), teachers may have different types of behavior:

  1. natural type: fruitful improvisational actions do not cause psychological and emotional difficulties for the teacher;
  2. tense-transformative type: there is a mobilization of all the resources of the individual to overcome the difficulty that has arisen;
  3. deliberately evasive type: the conscious avoidance of the teacher from overcoming the unexpected pedagogical situation("overlook");
  4. involuntary inhibitory type: confusion and complete inhibition of the teacher's actions;
  5. emotional breakdown: the teacher acts uncontrollably, haphazardly, exacerbating the conflict, not being able to control himself or hide his feelings;
  6. inadequate type: the teacher hides his feelings, but is not able to transform them into pedagogically expedient experiences and actions.

Pedagogical tact as a component of the teacher's moral culture

Pedagogical tact is a sense of proportion in the behavior and actions of a teacher, which includes high humanity, respect for the dignity of the student, justice, endurance and self-control in relations with children, parents, work colleagues. Pedagogical tact is one of the forms of implementation of pedagogical ethics.

Tact is literally "touch". Researchers of the problem of pedagogical tact interpret this concept in different ways:

  • - sometimes tact is identified with the qualities of good breeding, and then this concept is equated with the concept of politeness,
  • - tact is an expression of the teacher's attitude to the matter of education and upbringing,
  • - pedagogical tact is a specific tool of influence that requires professional pedagogical qualities: skill, creativity, moral feelings.

The essence of this concept from a psychological position was most fully defined by K.D. Ushinsky, although he did not give a clear definition of the concept. Pedagogical tact "is nothing but a more or less obscure and semi-conscious collection of memories of various mental acts experienced by ourselves."

In modern pedagogical literature today there are various interpretations of this concept. We present only a few of them. Pedagogical tact is:

  • - "the behavior of the teacher, organized as a morally expedient measure of the interaction of the teacher with the children and the impact on them";
  • - “one of the main pedagogical abilities and an important component pedagogical skill of the teacher”;
  • - “a form of behavior when a person makes a moral compromise, but in the name of high moral goals. This is a softening, a conscious weakening of one moral requirement in the name of fidelity to others”;
  • - "a measure of the pedagogically expedient influence of the teacher on students, the ability to establish a productive style of communication";
  • - "a special sense of the optimum, a measure of what the teacher does";
  • - “the ability to establish the right relationships, a sense of proportion in the manifestation of exactingness, in the form of making demands, special sensitivity in resolving psychologically subtle pedagogical issues.

The main sign of the pedagogical tact is its belonging to the moral culture of the teacher's personality. Tact refers to the moral regulators of the pedagogical process and is based on the moral and psychological qualities of the teacher.

The main elements of the pedagogical tact are:

  • - exactingness and respect for the pupil;
  • - the ability to see and hear the student, to empathize with him;
  • - business tone of communication;
  • - attentiveness, sensitivity of the teacher.

Professional tact is manifested:

  • - in the appearance of the teacher;
  • - in the ability to quickly and correctly assess the current situation and at the same time not to rush to conclusions about the behavior and abilities of pupils;
  • - in the ability to restrain one's feelings and not to lose self-control in a difficult situation;
  • - in a combination of reasonable exactingness with a sensitive attitude towards students;
  • - in good knowledge of the age and individual characteristics of students;
  • - in self-critical assessment of their work.

A tactful teacher comes to work on time, business meetings; timely returns what he borrowed from colleagues, students, their parents; does not repeat rumors, unverified facts, especially if they can harm others.

Pedagogical tact is characterized by the validity and flexibility of the methods, forms and techniques of pedagogical influence. He does not tolerate templates and formalism.

The basis of tact is the endurance and balance of the teacher. The main distinguishing feature of a tactful leader of a creative team, as a teacher, is high demands and sincere respect for the students. The concept of "tact" includes many components, but all of them are somehow connected with caring for a small person, with an attentive and sensitive attitude towards him. The pedagogical tact implies the flexibility of the teacher's behavior - tactics, which is due to the diverse roles of the teacher's pedagogical activity. In the classroom - clarity, correctness, rigor, if the team is not ready for the lesson. In extracurricular work- ease, sincerity, which are especially necessary in an individual conversation, hike, excursion.

Psychologists argue that where the flexibility of pedagogical tactics is replaced by a sharp shout or verbosity of irritation, and anger, there is a substitution of professional pedagogical activity for an expression of pedagogical failure. It is as if the doctor, instead of helping the patient, would beat him.

The manifestations of tact are varied. This is a skillful choice of the place of conversation with the culprit of the incident, and the choice of time for the conversation, and its tone. These are also manifestations of increased attention to weaker or, for some reason, lagging behind students. This includes tactful assessment of student progress and correct commenting on mistakes made, and much more.

It should also be noted that, using such stimulation methods as punishment and encouragement, the teacher should be especially tactful in relation to each student. It is tactless, for example, to apply encouragement in cases where the teacher does not support the team or when students believe that this praise by their colleague is not deserved. When applying punishment, it is very important to show respect and at the same time exactingness to the pupil as much as possible. It is unacceptable to be indignant at the misconduct of a student, and even more so to pluck evil and offend him.

An important characteristic in the ethics of professional pedagogical communication is its style. This concept has several interpretations:

  • - individual typological features of the interaction between the teacher and students - features of the teacher's communicative capabilities, the achieved level of relationships between the teacher and pupils, the creative individuality of the teacher;
  • - a set of methods of influencing students consistently applied by the teacher.

The style of communication between a teacher and students is a social and moral category. It is formed under the influence of many factors and depends on:

  • - from the mental warehouse of a person,
  • - his value orientations,
  • - level of education and general culture,
  • - the influence of the immediate social environment (family, friends),
  • - the authority of people (more experienced teachers) who had the greatest impact on the process of becoming a teacher.

Traditionally, there are three main styles of management and communication: authoritarian, democratic, liberal. Let's try to briefly recreate the portrait of a teacher of each type, to see the pros and cons of his communication with students.

  • - a view of the student as an object of pedagogical influence, and not as an equal partner in communication,
  • - the desire to approve the laws of normative behavior in the life of the children's team,
  • - all functions in the management of the student team are concentrated in their own hands,
  • - lack of flexibility, faith in the possibilities of humane pedagogy,
  • - prefers such methods of influence as an order, instruction, reprimand, threat, gratitude.

Consequence: students constantly experience emotional discomfort; spend their energy on psychological protection from the teacher, and not on studying proccess; in the team there is a double public opinion, there is no trust. The negative moral experience of students, which is the result of the teacher's authoritarian style of communication, cannot be rebuilt even by the most sympathetic teachers. Pupils lose faith in the justice of their mentors.

Liberal Style:

  • - such a teacher poorly adapts to pedagogical work,
  • - disorganization, uncertainty in decision-making, refusal of strong-willed decisions,
  • - almost complete non-intervention of the teacher in the organization of the educational process,
  • - limited by beliefs, lack of due exactingness.

Consequence: groupings are formed in the team, sometimes negatively disposed towards each other; there is no cohesion in the student team, emotional satisfaction from communication.

Democratic style:

  • - the most favorable for the organization of the educational process;
  • - a high culture of pedagogical communication (in students appreciates the moral orientation: responsibility, honesty, conscientiousness, goodwill);
  • - interest in the knowledge of the student (the study of his inclinations, abilities);
  • - is able to understand the problems, moods, aspirations and orientations of pupils;
  • - prefers such methods as encouragement, persuasion, advancement of personality, soothing remark, etc.

Consequence: students acquire faith in themselves, in their abilities; correct moral guidelines are formed; a favorable psychological climate develops in the team, students are friendly to each other.

The teacher in the process of learning activities always develops an individual style of communication with students. Representatives of "pure" styles are extremely rare. Depending on the situation, the teacher can change the stylistic pattern of his behavior, but in general he retains the style that he has been developing over a number of years of pedagogical activity. The ethics of pedagogical communication, and, consequently, the pedagogical tact, often depend on the chosen style of behavior.

MUNICIPAL BUDGET EDUCATIONAL INSTITUTION

ADDITIONAL EDUCATION FOR CHILDREN

"SUDAK CENTER OF CHILDREN AND YOUTH CREATIVITY"

OF THE CITY DISTRICT OF SUDAK

REPUBLIC OF CRIMEA

ESSAY

on the topic: Professional and personal qualities of a teacher

I've done the work:

teacher additional education MBOU DOD of the city district of Sudak

Belyaeva Ludmila Nikolaevna

Sudak - 2018

Content

Introduction

The emergence of the teaching profession has objective reasons: society could not exist and develop if the younger generation, replacing the older one, had to start all over again, without creative development and use of the experience that it inherited. Slastenin V.A.

The term "pedagogy" has several meanings. The first is the field of scientific knowledge, science, the second is the field of practical activity, craft, art. If translated literally from Greek - "tutor" "lead the child through life", i.e. to train, educate him, direct his spiritual and bodily development. She also spoke about pedagogical activity.Grebenkina L.K,“Pedagogical activity is complex and diverse, difficulties are inevitable in it, and sometimes disappointments”

As we have already noted, the activity of a teacher is complex and diverse and performs many functions in the process of pedagogical activity. The success of the performance of functions is determined by the personality of the teacher, his professional qualities. The very specificity of pedagogical work imposes a number of requirements on his personality, they are called professionally significant personal qualities.

An attempt to develop a list of personal and professional qualities of a teacher has a long history. According to the Russian educator, writer, journalist and book publisher N.I. Novikova, the educator must meet the following requirements; have the ability to reason correctly and clearly; be able to approach children; be kind; know Russian and foreign languages; have good pronunciation; good behavior and decent appearance.

K.D. Ushinsky at one time emphasized that “in every tutor, and especially in those mentors who are appointed for lower schools and public schools, it is important not only the ability to teach, but also character,

morality and beliefs ... ".

1. Personal qualities of a teacher

Great demands are placed on the personality of the teacher. According to Ya. A. Comenius, teachers should take care to be for students in food and clothing a model of simplicity, in activity - an example of cheerfulness and diligence, in behavior - modesty and good manners, in speeches - the art of conversation and silence, in a word, to be a model of prudence in private and public life. Such a teacher is the pride of the school and its students, is valued by parents and will be able to adequately fulfill his position, higher than which there is no other under the sun.

The totality of various professionally necessary qualities and other characteristics of a teacher is defined as professional readiness for pedagogical activity. It includes, on the one hand, psychological, psychophysiological and physical readiness, and on the other hand, scientific, theoretical and practical competence as the basis of professionalism.

V. A. Slastenin singled out some professional requirements for a teacher, which are combined in a professiogram into three main complexes: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject (specialty).

The socio-moral, professional-pedagogical and cognitive orientation occupies a leading place in the structure of the teacher's personality.

Social and moral orientation expressed in moral needs, moral values, a sense of public duty and civic responsibility. It underlies the social activity of the teacher. A teacher-citizen is loyal to his people, close to them.

He does not close in a narrow circle of his personal concerns, his life is continuously connected with the life of the village, the city where he lives and works.(V. A. Slastenin).

In relation to the pedagogical activity of N.V. Kuzmina (Professor, Doctor of Psychology) includes the following components in the professional and pedagogical orientation of the teacher's personality:

1. Interest and love for children, for the profession, creativity associated with the education of human qualities in them;

2. Awareness of the difficulties and problems in the teacher's work;

3. The need for pedagogical activity;

4. Awareness of one's own capabilities and abilities as corresponding to the requirements of the chosen profession;

5. The need for constant self-improvement and the desire to master the basics of pedagogical skills already at the university.

N.V. Kuzmina also defines three types of orientation of the teacher's personality:

Truly pedagogical (it consists in a stable motivation for the formation of the personality of the student by means of the subject being taught, for the restructuring of the subject, counting on the formation of the student's initial need for knowledge, the bearer of which is the teacher. The pedagogical orientation includes a vocation for pedagogical activity. At this highest level, the teacher does not think themselves without a school, without the life and activities of their students);

Formally pedagogical (the motivation for pedagogical activity is shifted towards passion for teaching a particular subject, however, the teacher to some extent achieves the effectiveness of his pedagogical activity, as he charges students with his personal passion for the process of learning and teaching, creative attitude to his work);

False pedagogical (the main motive of the teacher's pedagogical activity is self-expression, career. Due to the presence of a number of developed pedagogical abilities and positive personal qualities, for example, intelligence, willpower, etc., such a teacher can work successfully in certain periods. However, the distortion of the motives of his professional activity, as a rule, leads to a low result in pedagogical activity).

V.A. Slastenin (Professor, Doctor of Pedagogical Sciences) also considers PPT to be one of the most important qualities of a teacher's personality. He believes that it is a selective attitude to reality, the orientation of the personality, awakens and mobilizes the hidden forces of a person, contributes to the formation of his corresponding abilities, professionally important features of thinking, will, emotions, character. Otherwise, V.A. Slastenin believes that PPT is a frame around which the main properties of a teacher's personality are assembled.

2. Professional qualities of a teacher

In the structure of the teacher's personality, a special role belongs toprofessional and pedagogical orientation. It is the basis around which the main professionally significant properties of the teacher's personality are formed.Professional and pedagogical orientation - a system of emotional and value relations that sets the hierarchical structure of the dominant motives of the teacher's personality, prompting him to assert himself in pedagogical activity and professional communication.

The structure of the professional and pedagogical orientation contains: orientation to the child (and other people), associated with care, interest, love, promotion of personality development and maximum self-actualization of his individuality; focus on oneself, associated with the need for self-improvement and self-realization in the field of pedagogical work; focus on the subject side of the teaching profession (the content of the subject).

The professional and pedagogical orientation of the teacher's personality includes interest in the profession, pedagogical vocation, professional and pedagogical intentions and inclinations. The basis of this orientation is the interest in the profession, which finds its expression in a positive emotional attitude towards children, parents, and pedagogical activity in general.

The basis of the pedagogical vocation is love for children. This fundamental quality is a prerequisite for self-improvement, purposeful self-development of many professionally significant qualities that characterize the teacher's professional and pedagogical orientation.

Among the personal qualities of a teacher, a special place is occupied by pedagogical duty, dedication and responsibility. Guided by a sense of pedagogical duty, the teacher is always in a hurry to help children and adults, everyone who needs it, within their rights and competence; he is demanding of himself, strictly following a peculiar code of pedagogical morality.

Teacher relationship with colleagues, parents and children, based on an awareness of professional duty and a sense of responsibility, constitute the essence of pedagogical tact, which is both a sense of proportion and a conscious dosage of action, and the ability to control it and, if necessary, balance one means with another. In any case, the tactics of the teacher's behavior is to, anticipating its consequences, choose the appropriate style and tone, time and place of the pedagogical action, as well as carry out their timely adjustment.

Pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, citizenship and professional skills. It is the basis on which trusting relationships between teachers and students grow. The pedagogical tact is especially clearly manifested in the control and evaluation activities of the teacher, where special care, justice, and tact are extremely important.

The basis of the cognitive orientation of the individual constitute spiritual needs and interests. One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge, love for one's subject. Continuity of pedagogical self-education is a necessary condition for professional development and improvement.

A modern teacher must be well versed in the various branches of science, the basics of which he will teach, to know all the possibilities for solving socio-economic, industrial and cultural problems. But this is not enough - he must be constantly aware of new research, discoveries and hypotheses, to see the near and far perspectives of the science he teaches.

V. A. Slastenin, summarizing the content of the orientation of the teacher, highlights the main qualities of his personality: high civic activity and social responsibility; love for children, the need and ability to give them your heart; genuine intelligence, spiritual culture, desire and ability to work together with others; high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values ​​and make creative decisions, individual style of pedagogical activity; the need for constant self-education and readiness for it; physical and mental health, professional competence.

competence. - cognitive (knowledge and understanding)activity value (

Conclusion

The emergence of the teaching profession has objective reasons: society could not exist and develop if the younger generation, replacing the older one, had to start all over again, without creative development and use of the experience that it inherited.

The term "pedagogy" has several meanings. The first is the field of scientific knowledge, science, the second is the field of practical activity, craft, art. If translated literally from Greek - "tutor" "lead the child through life", i.e. to train, educate him, direct his spiritual and bodily development.

The pedagogical orientation of a teacher's personality can manifest itself in different ways. It can be focused on professional self-affirmation; per student or student group; on the means of pedagogical influence; for the purpose of teaching. What is the leading direction? Of course, the focus on the goal of pedagogical activity, which is to create conditions for the harmonious development of the student's personality. This orientation can be considered humanistic. Why? (Recognition of the value of a person as a person, his right to free development and manifestation of his abilities).

The readiness of a teacher to perform professional tasks of activity in accordance with the education received is the most important component of it.competence . The concept of "competence" is defined as the ability to apply knowledge, skills and personal qualities for successful activities in a particular area. The structure of the teacher's competencies includes three components– cognitive (knowledge and understanding)activity (practical and operational application of knowledge) andvalue ( values ​​as an organic part of the way of perceiving and living with others in a social context). A teacher must possess certain pedagogical skills in order to be competent. Pedagogical skills are divided into several groups depending on the functions of pedagogical activity. For example, when designing the content, he must be able to adapt the educational material, taking into account the possibilities of students in mastering it, have the ability to anticipate the typical difficulties of schoolchildren in the lesson, be able to vary the forms and methods of explaining new material.

The teacher needs to move from assessing individual pedagogical skills to assessing his professionalism and competence.

Literature

    Slastenin V.A. Formation of the personality of the teacher in the process vocational training.– M., 1976.

    Baikova L.A., Grebenkina L.K. teaching skills and pedagogical technologies– M.,

    Slastenin V.A. Formation of the teacher's professional culture. - M., 1993.

    . Slastenin V.A., Isaev I.F., Mishchenko A.I., Shiyanov E.N.General pedagogy: textbook. allowance / Ed. V.A. Slastenina: In 2 hours - M., 2002.

    Kuzmina NV Ability, giftedness and talent of a teacher. - St. Petersburg, 1995.

The success of vocational training and the implementation of professional activities by a teacher largely depends on the presence of certain personal characteristics or professionally important qualities.

Professionally important qualities- these are the personal and individual properties of a person necessary for the successful mastery of a profession or its performance at a high level.

The origin of professionally important qualities is due to biological and social reasons (Figure 3). Biologically determined qualities are innate and their development is associated with the physiological maturation of a person. The most significant of them for the professional activity of a teacher are psychophysiological qualities.

Rice. 3. The structure of professionally important qualities

This group of professionally important qualities includes the properties of temperament, the physiological basis for the emergence of which are the features of the human nervous system.

The teacher, first of all, should be focused on the world around him, on other people (be an extrovert). At the same time, it is important that the sociability inherent in extroverts is combined with thoughtfulness and prudence. It is important that the teacher has a deep inner world and the inner core and, thinking about others, did not forget about his individuality, his personal significance. The isolation of a person, self-absorption and indifference to people are contraindications for professions focused on working with people.

The teacher in his practice faces many difficulties, which can be overcome by emotional stability and balance. It must quickly and flexibly adapt to changing external conditions (be flexible), which becomes especially important in the context of global changes in the education system. The pace of the teacher's reactions should be optimal, since the speed of his movements and speech, the speed of memorization and "quickness of mind" depend on this. At the same time, high reactivity (or the degree of involuntary reactions of a person to external or internal influences) can become an obstacle to successful pedagogical activity, since a critical remark or an unexpected sharp sound can cause uncontrolled actions.

A significant quality for a teacher is activity or the degree of energy with which a person influences the outside world and overcomes obstacles on the way to his goal. Activity, in turn, provides purposefulness and perseverance in achieving the goal, concentration of attention during long-term work. At the same time, it should be borne in mind that excessive activity, like passivity, is undesirable for the teacher, since this can lead to the suppression of the pupils' activity.

Psychophysiological qualities also include those individual characteristics that affect cognitive activity teacher. These are various properties of such mental processes as memory, attention, thinking, imagination. For example, a teacher must have well-developed emotional, visual and verbal memory, he must master the logical, figurative and conceptual thinking, be distinguished by steady attention and active imagination.

Special requirements are placed on the speech of the teacher. It should be meaningful, understandable, expressive. The speech of the teacher should influence the thoughts, feelings and will of the students, their beliefs and behavior, that is, be effective. Significant speech defects and its inexpressiveness can be considered as contraindications to professions where the subject of work is another person.

socially conditioned or personal qualities arise and develop during vigorous activity person in his interactions with other people. Among this group of professionally important qualities, it is necessary to single out the general qualities inherent in all professions of the “man-to-man” type and special ones that ensure the success of directly pedagogical activity.

General personality traits include:

Responsiveness, goodwill, readiness for disinterested help to another person;

Patience and indulgence to various non-standard manifestations of behavior, way of thinking;

Optimistic conviction in the humanity of the individual, faith in a person, the desire to help him.

Also, among the general qualities are the personal qualities of the teacher, which characterize him as a representative of society and an executor of the social order. These are humanity, a sense of duty and responsibility, diligence, discipline, justice, love for children, the desire to systematically improve one's professional level.

The list of special personal qualities that ensure the success of a teacher's professional activity is quite diverse. These qualities are developed in the framework of pedagogical activity. Psychologist A.K. Markova revealed the following personal qualities of a teacher:

Pedagogical erudition (the ability to flexibly apply modern knowledge when solving pedagogical problems),

Pedagogical goal-setting (the teacher's need to identify and set goals and objectives of pedagogical activity),

Pedagogical intuition (quick, instantaneous adoption by the teacher of a pedagogical decision based on foreseeing the further development of the situation, without using its detailed analysis),

Pedagogical improvisation (finding an unexpected pedagogical solution and its instantaneous implementation),

Pedagogical observation, vigilance, pedagogical hearing (the teacher's understanding of the essence of the pedagogical situation by outwardly insignificant signs and details, penetration into the student's inner world),

Pedagogical optimism (the teacher's approach to the student with an optimistic hypothesis, with faith in his abilities, the reserves of his personality, the ability to see in each child something positive that you can rely on),

Pedagogical resourcefulness (the ability to flexibly rebuild a difficult pedagogical situation, give it a positive emotional tone, a positive and constructive orientation),

Pedagogical foresight, forecasting (the ability to anticipate the behavior and reaction of students before the start or end of the pedagogical situation, to foresee them and their own difficulties),

Pedagogical reflection (the focus of the teacher's consciousness on himself, taking into account the students' ideas about his activities and the student's ideas about how the teacher understands the student's activities).

Along with professional important qualities, in psychological research, qualities are distinguished that negatively affect the effectiveness of any professional activity. These qualities include: arrogance, captiousness, impatience, indifference, disorganization, inattention, rudeness, narrow-mindedness, excessive exactingness and severity, bias, arrogance and pride, nervousness, deceit.

Let's sum up the main results.

Pedagogical activity covers all spheres of human life and can be considered as non-professional and professional.

Professional pedagogical activity is carried out by specially trained personnel who implement the functions of teaching, educating and developing students.

In order to engage in pedagogical activity professionally, the teacher must receive Teacher Education and have the relevant qualifications, the main characteristics of which are defined in professional standard. In this case, he can hold a certain position in an educational organization.

Pedagogical activity has a number of features that distinguish it from other types of professional activity. It is based on integration teaching and educational work, which are inextricably linked. Pedagogical activity is collaborative and involves active position its object is a student or pupil who plays a key role in achieving the result. In turn, r The results of pedagogical activity are remote in time, so it is difficult to evaluate them objectively.

In addition to the subject and object of pedagogical activity, three most important components are distinguished in its structure - the setting by the teacher of pedagogical goals and objectives; selection and application of means of influencing students and pedagogical introspection.

For the successful implementation of pedagogical activity, the teacher must possess professionally important qualities, which are not only its prerequisites, but also develop in the course of it.

Questions for self-control

1. What are the main differences between professional and non-professional pedagogical activity?

2. What is your field of study, the expected qualifications and the position that you can hold in the future. What is a "qualification"?

3. What is the structure of the teacher's professional activity?

4. Name the main types of pedagogical activity. What is their difference?

5. What qualities of a teacher's personality are professionally important?

Essay topics

1. The problem of goal setting in pedagogical activity.

2. Pedagogical abilities, their structure and development

3. The prestige of the teacher's professional activity and modern mechanisms for its provision.

4. Modern requirements for the personality and professional activities of a teacher.

Bibliography

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