Pedagogical culture of the teacher. Scientific electronic library In the content of the professional pedagogical culture of the teacher,

Vestn. MOSK. UN-TA. SER. 20. PEDAGOGICAL EDUCATION. 2014. No. 1

PROFESSIONAL AND PEDAGOGICAL

THE CULTURE OF THE UNIVERSITY TEACHER AS AN OBJECT

THEORETICAL RESEARCH

Yu.V. Aleeva

(Department of Pedagogy of the Altai State

pedagogical academy; e-mail: [email protected])

The article contains an analysis of theoretical and practical foundations professional and pedagogical culture of the teacher, the author's approach to the problem of its formation is outlined. A four-component model of the professional and pedagogical culture of a university teacher is revealed and substantiated. The methodological prerequisites for constructing a combined model of professional and pedagogical culture of a teacher of higher education are revealed.

Key words: culture, professional and pedagogical culture, higher school teacher, pedagogical creativity.

Changes in the socio-economic and spiritual spheres of society, emerging trends in the renewal of the educational process have a decisive influence on the strategy and tactics of the development of higher education. Search for ways out of the crisis situation, overcoming the existing deformations in the public and professional consciousness, approval new system values determine the special significance and adherence to principles of a different level of demand for scientific and pedagogical personnel of higher education.

The truth of the judgment about the value of the intellectual, professional potential of higher education, its teaching staff is especially important today due to the change in education paradigms from explanatory and explanatory to competence-based. A university teacher is objectively placed in the situation of choosing and prioritizing an individual, creative, innovative style pedagogical activity. The application of the new in the content, forms and methods of training should be accompanied by full confidence that the quality of training will not decrease and better results will be achieved in optimal terms. This is how the problem of forming a professional and pedagogical culture of a teacher of higher education appears.

The solution of this problem objectively requires a study of the essence and conditions for the formation of professional and pedagogical culture, the development theoretical foundations improving scientific and pedagogical qualifications. The study of the teacher's professional and pedagogical culture is based on the methodology of systemic, personal-activity and cultural approaches. Systems approach involves consideration of the object in its entirety, and the main attention is paid not to its individual elements, but to those connections and relationships that integrate the teacher's activity system and without which it breaks up into a number of unrelated activities.

The implementation of the personal-active approach is based on modeling the target structure of pedagogical activity in the process of professional development of the teacher's personality. Given this circumstance, our work is focused on the personality of the teacher, on the disclosure of patterns and conditions for its formation. At the same time, the personality acts as an active subject, realizing its essential forces, way of life, etc. in pedagogical activity. The culturological approach, as a methodological guideline for scientific research, concretizes the dialectical-materialistic doctrine of culture as an integral social phenomenon. Social pedagogical experience is not inherited, and therefore humanity has developed such a mechanism for a long time, which culture has become. The culturological approach involves the creation of conditions for the self-realization of the essential, creative forces of the individual in culture.

The categorical complex used in our study includes the concept of culture. How scientific concept culture is introduced in domestic science at the beginning of the 18th century, and by the middle of the 19th century. there is already a steady trend towards its strict scientific interpretation, associated with the identification of the main directions of the culture of human activity and the construction of a cultural-historical typology. In this article, we did not aim to analyze the existing definitions of culture, we will confine ourselves to a general explanation given in the philosophical encyclopedic dictionary, where culture is considered as a specific characteristic of society and expresses the level of historical development achieved by mankind, determined by the relationship of man to nature and society. Such a generalized understanding of culture, reflecting its essential character, provides the basis for constructing

more private, specific approaches developed by other sciences.

One of the directions of the study of culture as a social system is a functional-content analysis, according to which such a component as professional culture is singled out. Any profession requires special knowledge, skills, and skills that ensure the solution of professional problems. In this case, professional culture is understood as the degree of mastery by members of a professional group of techniques and methods of certain activities. The professional group creates the necessary conditions for the formation of values and norms of culture in the field of material and spiritual activity.

Identification of the theoretical foundations of the study of culture, professional culture as philosophical categories allows us to get closer to understanding the phenomenon of pedagogical culture. As A.V. Drummers, pedagogical culture is "a certain degree of mastering by the teacher of the pedagogical experience of mankind, the degree of his perfection and pedagogical activity, the achieved level of development of his personality" . Based on the study of the personal qualities of teachers, analysis scientific works A.V. Drummers identifies the main components of pedagogical culture: the pedagogical orientation of the individual; psychological and pedagogical erudition and intelligence; moral purity; harmony of rational and emotional; pedagogical skill; the ability to combine pedagogical and scientific activities; system of professional and pedagogical qualities; pedagogical communication and behavior; exactingness; the need for self-improvement. In this approach, for the first time, a promising application was made to consider pedagogical culture as a complex systemic education, components reflecting various aspects of the teacher's personality were included, and their pedagogical interpretation was given. At the same time, such a characteristic of the teacher's pedagogical culture cannot be considered complete, since it contains components of different order (pedagogical skills and the ability to combine scientific and pedagogical activities; pedagogical orientation of the individual and increased demands on oneself, etc.); only professional and personal characteristics are recorded, pedagogical activity as the most important element of pedagogical culture is not reflected. Works by A.V. Barabanshchikov devoted to the problems of pedagogical culture,

certainly stimulated further research into this complex socio-pedagogical phenomenon. We list the directions that reveal certain aspects of pedagogical culture: they study methodological (V.A. Slastenin, V.V. Kraevsky), historical and pedagogical (A.K. Koshesova), moral and aesthetic (E.A. Grishin, N .B. Krylova, D.S. Yakovleva), communicative (A.V. Mudrik), technological (M.M. Levina), spiritual (N.E. Shchurkova), physical (M.Ya. Vilensky) aspects of culture. In these studies, pedagogical culture is considered as part of common culture, manifested in the system of professional qualities and the specifics of pedagogical activity. I.F. Isaev points out that professional pedagogical culture objectively exists not as a possibility, but as a reality, it is given only to those who are capable of creatively deobjectifying the values and technologies of pedagogical activity and contribute to its further development.

The professional-pedagogical culture of a higher school teacher is narrower in scope than pedagogical culture, since it characterizes the sphere of activity of a more specific professional group. Professional and pedagogical culture recreates in its unity two aspects of the life of the individual - professional and pedagogical. The carriers of pedagogical culture are a wider community of people - parents, leaders, mentors, teachers, i.e. people engaged in educational practice both at the non-professional and professional levels. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work at a professional level, in the conditions of professional activity and communication. The professional and pedagogical culture of a university teacher, teacher, and educator is thus based on special pedagogical training and implies a higher level of professional activity.

Professional and pedagogical culture, to a certain extent, is a derivative of such areas of culture as work culture and personality culture. Work culture appears as a universal necessary characteristic labor activity out of touch with the division of labour. Personal culture reveals the most general patterns of personality formation in culture, the development of its essential forces, interests, abilities, etc. irrespective of any particular area of professional

physical activity. To have a clear idea of the essence, structure and content of professional and pedagogical culture, it is necessary to resort to modeling the phenomenon under study. Modeling is a material or mental, isomorphic imitation of a real-life system by creating special analogues (models) in which the principles of organization and functioning of this system are reproduced. With the help of modeling, it is possible to abstract from such properties of the system that act as insignificant in this particular respect. By resorting to modeling, the researcher has the opportunity to move from the analytical study of individual properties, forms and processes to the synthetic knowledge of integral systems under controlled conditions. As a simplified prototype of an object, a model cannot be identical, analogous to it in all respects. Due to the simplification and schematism, the model allows for an accurate analysis and, if necessary, a mathematical description, transferring the findings to real conditions.

Models, as you know, are of various types: similarity models, analogy models, structural and functional, deductive and inductive, formal, logical and logical-mathematical. For the initial statement of the problem, one can confine oneself to an informational, qualitatively descriptive model. When building a model of complex objects, they can combine features of several types, thus being of a combined nature.

In our construction of a combined model of professional and pedagogical culture of a teacher of higher education, we proceeded from the following methodological assumptions:

Professional and pedagogical culture is a part of the general culture and therefore its study should be based on the data of cultural studies, revealing the general structure, the mechanism of its functioning;

Professional pedagogical culture is a systemic education that includes a number of components, has its own structure (the relationship between the components), selectively interacting with environment and having the integrative property of the whole, not reducible to the properties of individual parts;

Pedagogical activity is considered as a unit of analysis of professional and pedagogical culture, is only one of its elements;

The features of the formation of the professional and pedagogical culture of a university teacher are determined by individual creative, psychophysiological, age characteristics, and the prevailing socio-professional experience of the individual.

Accounting for these methodological assumptions makes it possible to substantiate the four-component model of professional and pedagogical culture.

1. An axiological component that reveals professional and pedagogical culture as a set of pedagogical values created by mankind over the centuries. A person engaged in pedagogical work constantly faces tasks that require reflection, assessment of pedagogical reality, and the search for solutions in specific situations. An important role is played by the activity, selectivity of the individual both in the assessment and in the creation of certain values. In the process of pedagogical activity, teachers master ideas and concepts, acquire knowledge and skills, and, depending on the degree of application in real life evaluate them as more or less significant. Positively assessed categories, phenomena, actions, states, facts that are currently of great importance for society, a separate pedagogical system or a specific person act as pedagogical values. The history of culture and pedagogy shows that values do not remain unchanged in time and space, they are rethought in accordance with the conditions of socio-cultural life. On this basis, values can be considered as a kind of life professional guidelines with which teachers relate their activities.

The teacher becomes a master of his craft, a professional as he masters and develops pedagogical activity, masters pedagogical capital, recognizes certain pedagogical values. The history of the school and pedagogical thought is a process of constant evaluation, rethinking, establishing values, transferring known ideas and pedagogical technologies to new conditions. The ability to see the new in the old, long known, to appreciate it and is an indispensable component of the teacher's pedagogical culture. Unfortunately, the formation of the personality of a higher school teacher, his professional and pedagogical culture, for the most part, goes beyond the development of the experience of domestic and foreign pedagogy of higher education. History area

riko-pedagogical culture of higher education remains in most cases undeveloped.

With the help of experts, who were teachers of the humanitarian special departments of pedagogy and psychology, we determined in the first approximation a set of pedagogical values, the mastery of which creates the basis for the formation of a professional pedagogical culture. The list of such values is as follows: psychological and pedagogical knowledge; developed pedagogical thinking; high level of pedagogical reflection; pedagogical tact; the need for professional and pedagogical self-improvement; pedagogical improvisation; creative nature of pedagogical activity; the possibility of combining scientific and pedagogical activities; pedagogical ethics; satisfaction with pedagogical work; teacher's speech culture, etc. Let's present the results comparative analysis values set by university professors and students. University teachers give preference to such values of pedagogical activity as: the need for professional and pedagogical self-improvement, psychological and pedagogical knowledge, the creative nature of pedagogical activity, the ability to combine scientific and pedagogical activities. Students especially emphasize the importance of psychological and pedagogical knowledge, pedagogical tact, developed pedagogical thinking, and pedagogical improvisation. Thus, university professors identify values that primarily reveal the creative nature of pedagogical activity, while students consider the most important values of a technological, applied nature.

Recognizing the importance of the axiological aspect of the study of professional pedagogical culture, it is necessary to supplement it with other characteristics. The axiological interpretation of professional pedagogical culture explains it primarily as a set of certain values, a static phenomenon, and not as a process. In the axiological consideration of the phenomenon of pedagogical culture, the position of the subject of cultural activity is not fully defined, the idea of culture only as a set of pedagogical values does not allow us to explore its internal structure with sufficient completeness.

2. Technological component of professional and pedagogical culture as a specific way of pedagogical activity. Such an understanding of professional and pedagogical culture is

from the general philosophical explanation of culture given by V.E. Davidovich, Yu.A. Zhdanov, E.S. Markaryan, O.V. Khanova, et al. The authors defend the need to study culture as a complex, contradictory phenomenon, original concept which serves as a mode of activity. The isolation of such a concept prompts us to turn to the problem of the relationship between the concepts of "pedagogical culture" and "pedagogical activity". Their relationship is obvious, since the development and improvement of pedagogical activity contribute to the accumulation of values and the improvement of pedagogical culture; it is in the process of pedagogical activity that ideas, technologies, and models of pedagogical culture are created and consolidated. In turn, pedagogical culture as a universal characteristic of activity determines the development of the most priority, promising and necessary types of pedagogical activity.

The study of culture as a category of theoretical consciousness can be carried out, according to V.E. Davidovich and Yu.A. Zhdanov, based on the allocation of such a theoretical abstraction as human objective activity, which is a cell, a unit of culture analysis. The means, methods of activity developed by mankind, which are not biological in nature, form a specifically human way of its implementation. Consequently, the method of pedagogical activity can be accepted as a more specific, more flexible unit of analysis of pedagogical culture, which brings us closer to solving the issue of the technology of this activity.

The technological component of professional and pedagogical culture reveals the ways of carrying out pedagogical activities, ways to meet the need for communication, obtaining new information, transferring accumulated experience, i.e. everything that makes up the essence of pedagogical culture. The technological characteristic of the teacher's pedagogical culture is revealed through a description of the set of techniques and methods of pedagogical influence in educational and extracurricular activities (M.M. Levina, N.E. Shchurkova). The content of pedagogical technology is the pedagogical technique of the teacher, the technology of pedagogical communication, the technology of organizing and conducting classroom and extracurricular activities, the technology of organizing and managing independent, individual work of students, the technology of organizing collective and individual cognitive activity students, pedagogical requirement technology, conflict resolution technology

and others. It is possible to substantially continue the enumeration of a number of pedagogical technologies, since pedagogical activity itself is technological in nature.

The presentation of the technological component through a system of typical psychological and pedagogical tasks allows us to identify the problem of the formation of methods and techniques for optimal professional activity. Pedagogical tasks can be presented in the form of three large groups: strategic, tactical and operational. Strategic tasks are formulated in the form of some ideal ideas about the qualities of a specialist who should be trained in higher education. They are given from the outside, reflecting the objective needs of social development, determine the initial goals and final results of professional activity. Tactical tasks, while maintaining their focus on the final result of the educational process, are timed to one or another stage of solving strategic tasks. Operational tasks are the current, immediate tasks facing the teacher at every single moment of his practical activity. The logic of solving psychological and pedagogical problems consists of a number of successively connected stages: pedagogical analysis of the situation; goal setting and planning; design and implementation of the pedagogical process; regulation and correction; accounting and evaluation of the results. The identified stages are very relative, but they help to understand the dynamics of the pedagogical process in all its complexity and inconsistency.

3. The heuristic component of professional and pedagogical culture as a manifestation of pedagogical creativity. The values of pedagogical activity, the technology of their implementation in the educational process become a factor in the formation of personality only in conditions creative activity. For a teacher who wants to master the pedagogical culture, to become a master of pedagogical work, it is necessary, first of all, to realize pedagogical activity as creativity. Research on the psychology of creativity, pedagogical creativity creates the prerequisites for understanding and understanding the creative nature of pedagogical work.

It is known that human activity is conditionally divided into algorithmic and creative, these two components are also characteristic of pedagogical activity. In cases where the algorithmic method of activity does not give the desired result, the creative process begins. Recognition of the creative aspect

professional and pedagogical culture of the teacher leads to the need to determine the stages of creative pedagogical activity. V.A. Kan-Kalik, concretizing the logic of the creative process in relation to pedagogical activity, determines the sequence of stages in the work of a teacher: the emergence of a pedagogical plan aimed at solving a pedagogical problem; concept development; embodiment of the idea in activity and communication; analysis and evaluation of the results of creativity.

For some part of university teachers, an orientation towards a rationalized choice of techniques and methods of pedagogical influence and the absence of any thoughtful measures that encourage them to comprehend the pedagogical process as a holistic, systemic phenomenon, as a sphere of their pedagogical innovation and creative self-realization are characteristic. Hence, one of the tasks of research on the pedagogy of higher education should be to develop ways to form an innovative, heuristic culture of the teacher, to establish a "subjective", value, dialogic attitude to the subject of his activity.

The creative solution of pedagogical problems in each specific case is determined by how the teacher takes into account the specifics of pedagogical activity, its inconsistency, dialectic, features of its subject and object. The manifestation of the teacher's professional and pedagogical culture in its creative aspect is determined by how he makes the transition from one stage to another, whether he takes into account the factor of time and completeness of each stage. An indicator of professional and pedagogical culture is also the ability to predict the development of the student's personality, since the results of pedagogical influence and interaction are significantly delayed. The manifestation of the creative component of pedagogical culture also depends on the readiness of students for creative activity, since their creative attitude to various types of activity, of course, stimulates the creative activity of the teacher both as a teacher and as a scientist. The foregoing allows us to conclude that pedagogical creativity is an immanent characteristic of professional and pedagogical culture, aimed at shaping the creative individuality of the student and teacher.

4. The personal component reveals the professional and pedagogical culture of a higher school teacher as a specific way of realizing his essential forces. Essential forces are understood as needs, abilities, interests, social

personal experience, a measure of a person's social activity. If objects created by people act as an external form of the existence of culture, then the development of human creative abilities, their implementation in practical activities - its internal content. Pedagogical activity creates certain conditions for the creative self-realization of the individual. The positive direction of self-realization is determined not only by external influence, but also by the internal need of the individual. According to A.G. Asmolov, the need for self-realization is one of the leading needs, it is the source of a person’s personal-semantic activity aimed at constant self-improvement and self-education. The functioning of pedagogical culture is the constant transformation of the individual experience of the individual into collective forms of professional culture, and these general forms again into their own professional "I". In this regard, an important question arises about the mechanisms of self-realization, its stages.

Self-realization as a free activity of a person is determined by the nature of the goal and the measure of its personal understanding and acceptance. The goal as an objectively significant result of the professional activity of a university teacher is determined by the needs of society, the requirements for the personality of a graduate, a future specialist, which are generally fixed in the professional profile of the personality of a specialist and his qualification characteristics. The public, objective goals of the professional activity of a university teacher should become personally significant, subjective. Awareness of the goals of one's professional activity, an active-positive, emotionally-valuable attitude towards it contributes to the actualization of the personal professional and pedagogical qualities of the teacher, creates conditions for constant self-knowledge.

Self-knowledge and self-esteem are in dialectical unity with self-realization. In the process of professional activity, further knowledge occurs and the emotional attitude of the individual towards himself is formed; new level self-knowledge and self-attitude is a condition for organizing one's own activity, an incentive to carry out personal-semantic activity, the essence of which is the desire to test oneself, to realize one's capabilities (intellectual, moral, creative, communicative). Self-knowledge as a process of disclosure by a person of his needs, abilities, interests accompanies a person throughout his life. This

the process of constant self-observation, self-analysis, regardless of age, experience, qualifications of a person. Does a novice or experienced university teacher always have the necessary information about their personal and individual characteristics? In this case, the problem arises of modeling one's own personality structure as the goal, means and result of self-knowledge and self-realization. Modeling and implementation of the professional "I" indicate the presence of professional growth and development of the teacher's personality, his creative possibilities in the implementation of pedagogical activities.

The self-activity of a university teacher or self-realization itself is considered by us as a necessary link in the manifestation of the essential forces of a professional. Personal and professional self-realization by a university teacher of their creative abilities is, in our opinion, the essence of professional and pedagogical culture. Having shown himself in activity, a person seeks to win a certain position, social status, i.e. assert itself. Professional self-affirmation is an assessment by a person of the manifestation of his creative forces, abilities in professional activities. It should be noted that the assertion by the personality of himself, his social and professional significance occurs precisely in the process of realizing creative individuality.

In the process of self-realization, the teacher objects his professional and social needs, abilities, talents, creative possibilities in pedagogical and scientific activity. The source of self-realization is the contradiction between personal, professional goals and real approach to them. The dialectic of this process is that the teacher, by transferring his experience, knowledge, moral qualities, realizing his abilities in scientific and pedagogical activity, acquires a different, higher professional and pedagogical potential, becomes the bearer of professional and pedagogical culture. The variety of types of self-realization is determined by the variety of activities of a higher school teacher: educational, methodological, educational, research, social and pedagogical.

This is the model of the professional and pedagogical culture of a higher school teacher. As experience shows, the study of the problems of professional and pedagogical culture is constrained by a number of circumstances of an objective and subjective nature. Firstly, the insufficient development of higher education pedagogy

school and especially that part of it, which is designed to explore the personality and activities of a university teacher. Secondly, the lack of a single research center coordinating and managing the development of this problem on a national scale. Thirdly, ignoring some university professors, who are often major specialists in their science, pedagogical theory. Fourthly, insufficient knowledge of the domestic historical experience of higher education. Fifth, a limited influx of fresh research efforts to develop the problems of the professional and pedagogical culture of a university teacher.

The development of theoretical ideas about professional and pedagogical culture has great importance for the training of scientific and pedagogical personnel of higher education through postgraduate studies, doctoral studies, and a system of advanced training. Such a study is currently of particular promise and practical importance in connection with a significant influx of young teachers, who, as a rule, do not have sufficient pedagogical training. University teachers need constant enrichment of psychological and pedagogical knowledge, improvement of technology and methodology of the educational process. Orientation towards individually creative, dialogic forms of teaching at a higher educational institution requires teachers to re-evaluate the existing methods of activity, the style of pedagogical thinking.

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Report

culture of the teacher"

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Saumalkol

Report

"Professional and pedagogical

culture of the teacher"

Essence and main components of professional and pedagogical culture

Before deciding on the essence of professional and pedagogical culture, it is necessary to update such concepts as “professional culture” and “pedagogical culture”. The identification of professional culture as an attributive property of a certain professional group of people is the result of the division of labor, which caused the isolation of certain types of special activities.

The profession as an established socio-cultural phenomenon has a complex structure that includes the subject, means and result of professional activity: goals, values, norms, methods and techniques, samples and ideals. In the process of historical development, professions also change. Some of them acquire new socio-cultural forms, others change insignificantly, others disappear completely or undergo significant changes. A high level of professional culture is characterized by a developed ability to solve professional problems, that is, a developed professional thinking. However, developed professional thinking can turn into its opposite when it absorbs other manifestations of the personality, violating its integrity and comprehensiveness. Reflecting the contradictory, dialectical nature human activity, professional culture is a certain degree of mastery by members of a professional group of techniques and methods for solving special professional problems.

concept "pedagogical culture" has long been included in the practice of pedagogical activity, a holistic theoretical study which became possible relatively recently. Since the beginning of the active development of the culturological direction in philosophy, sociology, pedagogy and psychology, research has been carried out on certain aspects of pedagogical culture: questions of methodological, moral-aesthetic, communicative, technological, spiritual, physical culture of the teacher's personality are being studied. In these studies, pedagogical culture is considered as an important part of the general culture of the teacher, manifested in the system of professional qualities and the specifics of pedagogical activity.

The professional and pedagogical culture of a teacher is part of the pedagogical culture as a social phenomenon. The carriers of pedagogical culture are people involved in teaching practice both professional and non-professional levels. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work, the components of which are pedagogical activity, pedagogical communication and the individual as a subject of activity and communication at a professional level.

To understand the essence of professional and pedagogical culture, it is necessary to keep in mind the following provisions that reveal the relationship between general and professional culture, its specific features:

- - this is a universal characteristic of pedagogical reality, manifested in different forms of existence;

- professional and pedagogical culture is an internalized general culture and performs the function of specific designing of a general culture in the sphere of pedagogical activity;

- professional and pedagogical culture - this is a systemic formation, which includes a number of structural and functional components, has its own organization, selectively interacts with the environment and has the integrative property of the whole, not reducible to the properties of individual parts;

- the unit of analysis of professional and pedagogical culture is pedagogical activity, creative in nature;

- features of the implementation and formation of the professional and pedagogical culture of the teacher are determined by individual creative, psychophysiological and age characteristics, the prevailing socio-pedagogical experience of the individual.

Taking into account the indicated methodological grounds makes it possible to substantiate the model of professional and pedagogical culture, the components of which are axiological, technological and personal-creative.

pedagogical activity, and, depending on the degree of their application in real life, evaluate them as more significant. Knowledge, ideas, concepts that are currently of great importance for society and a separate pedagogical system, act as pedagogical values.

The teacher becomes a master of his craft, a professional as he masters and develops pedagogical activity, recognizing pedagogical values. The history of the school and pedagogical thought is a process of constant evaluation, rethinking, establishing values, transferring known ideas and pedagogical technologies to new conditions. The ability to see the new in the old, long known, to appreciate it at its true worth is an indispensable component of the pedagogical culture of the teacher.

The technological component of professional and pedagogical culture includes the methods and techniques of the teacher's pedagogical activity. The values and achievements of pedagogical culture are mastered and created by a person in the process of activity, which confirms the fact of the inseparable connection between culture and activity. The humanistic orientation of pedagogical activity makes it possible to explore the mechanism for satisfying the diverse spiritual needs of the individual. In particular, how, in what way, the needs for communication are satisfied, in obtaining new information, in transferring the accumulated individual experience, that is, everything that underlies the holistic educational process.

Pedagogical activity is technological in nature. In this regard, a rational analysis of pedagogical activity is required, which allows us to consider it as a solution to various pedagogical problems. Among them, we include a set of analytical-reflexive, constructive-prognostic, evaluative-informational, correctional-regulating tasks, the techniques and methods for solving which constitute the technology of a teacher's professional and pedagogical culture.

Pedagogical technology helps to understand the essence of pedagogical culture, it reveals historically changing methods and techniques, explains the direction of activity depending on the relations that are developing in society. It is in this case that pedagogical culture performs the functions of regulation, preservation and reproduction, development of pedagogical reality.

Mastering the values of pedagogical culture, the teacher is able to transform, interpret them, which is determined both by his personal characteristics and the nature of his pedagogical activity. It is in pedagogical activity that the contradictions of the creative self-realization of the individual are revealed and resolved, the cardinal contradiction between the pedagogical experience accumulated by society and the specific forms of its individual creative appropriation and development, the contradiction between the level of development of the forces and abilities of the individual and self-denial, overcoming this development, etc. Thus, Pedagogical creativity is a type of human life activity, the universal characteristic of which is pedagogical culture. Pedagogical creativity requires from the teacher an adequate need, special abilities, individual freedom, independence and responsibility.

It becomes obvious that pedagogical culture is a sphere of creative application and realization of the teacher's pedagogical abilities. In pedagogical values, a person objects his individual powers and mediates the process of appropriation of moral, aesthetic, legal and other relations, that is, a person, influencing others, creates himself, determines his own development, realizing himself in activity.

The analysis of philosophical, historical-pedagogical and psychological-pedagogical literature, the study of the experience of teachers, theoretical generalizations allow us to conclude that professional and pedagogical culture is a measure and a way of creative self-realization of the personality of a teacher-educator in various types of pedagogical activities and communication aimed at on the development and creation of pedagogical values and technologies.

The stated idea of professional and pedagogical culture makes it possible to enter this concept into a categorical series: the culture of pedagogical activity, the culture of pedagogical communication, the culture of the personality of the teacher. Professional and pedagogical culture appears as a general characteristic various types activities of the teacher and pedagogical communication, revealing and ensuring the development of needs, interests, value orientations, abilities of the individual in relation to pedagogical activity and pedagogical communication. Professional pedagogical culture is a concept of a higher level of abstraction, concretized in the concepts of "culture of pedagogical activity", "culture of pedagogical communication" and "culture of the teacher's personality".

Personal and creative component of professional and pedagogical culture

Representing the constantly enriching value potential of society, pedagogical culture does not exist as something given, materially fixed. It functions, being included in the process of creatively active development of pedagogical reality by the personality. Mastering it is carried out only by those and through those who are capable of creative consideration of the values and technologies of pedagogical activity. Values and technologies are filled with personal meaning only in the process of creative research and practical implementation.

The creative nature of pedagogical activity determines a special style of the teacher's mental activity, associated with the novelty and significance of its results, causing a complex synthesis of all mental spheres (cognitive, emotional, volitional and motivational) of the teacher's personality. A special place in it is occupied by the developed need to create, which is embodied in specific abilities and their manifestation. One of these abilities is the integrative and highly differentiated ability to think pedagogically. The ability for pedagogical thinking provides the teacher with an active transformation of pedagogical information, going beyond the boundaries of the temporal parameters of pedagogical reality. The effectiveness of a teacher's professional activity depends not only and not so much on knowledge and skills, but on the ability to use the information given in a pedagogical situation in various ways and at a fast pace. A developed intellect allows the teacher to learn not individual single pedagogical facts and phenomena, but pedagogical ideas, theory of education and upbringing of children. Humanism, focus on the future and a clear understanding of the means necessary for the professional improvement and development of the child's personality are characteristic features of the intellectual competence of the teacher. Developed pedagogical thinking, which provides a deep semantic understanding of pedagogical information, refracts knowledge and methods of activity through the prism of one's own individual professional and pedagogical experience and helps to acquire the personal meaning of professional activity.

The personal meaning of professional activity requires the teacher to have a sufficient degree of activity, the ability to manage, regulate his behavior in accordance with emerging or specially set pedagogical tasks. Self-regulation as a volitional manifestation of a personality reveals the nature and mechanism of such professional personality traits of a teacher as initiative, independence, responsibility, etc. In psychology, properties as personality traits are understood as stable, repeating in various situations, behavioral features of an individual.

Creative personality characterize such traits as willingness to take risks, independence of judgment, impulsiveness, cognitive “meticulousness”, critical judgment, originality, courage of imagination and thought, a sense of humor and a penchant for joking, etc. These qualities reveal the features of a truly free, independent and active personality.

Pedagogical creativity as a component of professional pedagogical culture does not arise by itself. For its development, a favorable creative atmosphere, a stimulating environment, objective and subjective conditions are necessary. As one of the most important objective conditions for the development of pedagogical creativity, we consider the influence of socio-cultural, pedagogical reality, a specific cultural and historical context in which a teacher creates and creates in a certain time period. Without recognition and understanding of this circumstance it is impossible to understand the real nature, source and means of realization of pedagogical creativity. Other objective conditions include: a positive emotional psychological climate in the team; the level of development of scientific knowledge in the psychological, pedagogical and special fields; availability of adequate means of education and upbringing; scientific validity guidelines and installations, material and technical equipment of the pedagogical process; availability of socially necessary time.

The subjective conditions for the development of pedagogical creativity are:

-knowledge of the basic laws and principles of a holistic pedagogical process;

- high level of general cultural training of the teacher;

-ownership modern concepts training and education;

-analysis of typical situations and the ability to make decisions in such situations;

- desire for creativity, developed pedagogical thinking and reflection;

- pedagogical experience and intuition;

- ability to make operational decisions in atypical situations;

-problem vision and possession of pedagogical technology.

The teacher interacts with the pedagogical culture in at least three ways: firstly, when he assimilates the culture of pedagogical activity, acting as an object of socio-pedagogical influence; secondly, he lives and acts in

a certain cultural and pedagogical environment as a carrier and translator of pedagogical values; thirdly, it creates and develops a professional and pedagogical culture as a subject of pedagogical creativity.

Thus, with a large warehouse of love for children, professionalism, and most importantly, with creativity to work, there is a development of professional and pedagogical culture of the teacher; the “perfect teacher” is obtained, and the stronger will be the influence of such a teacher on children.

Before deciding on the essence of professional and pedagogical culture, it is necessary to update such concepts as "professional culture" and "pedagogical culture". The identification of professional culture as an attributive property of a certain professional group of people is the result of the division of labor, which caused the isolation of certain types of special activities.

A high level of professional culture is characterized by a developed ability to solve professional problems, i.e. developed professional mindset. However, developed professional thinking can turn into its opposite when it absorbs other manifestations of the personality, violating its integrity and comprehensiveness. Reflecting the contradictory, dialectical nature of human activity, professional culture is a certain degree of mastery by the members of a professional group of techniques and methods for solving special professional problems.

The concept of "pedagogical culture" has long been included in the practice of pedagogical activity, a holistic theoretical study of which has become possible relatively recently. In connection with the analysis of the features of pedagogical activity, the study of pedagogical abilities, pedagogical skills of the teacher, this problem was reflected in the works of S. I. Arkhangelsky, A. V. Barabanshchikov, E. V. Bondarevskaya, 3. F. Esareva, N.V. Kuzmina, N.N. Tarasevich, G.I. Khozyainova and others.

Since the beginning of the active development of the culturological direction in philosophy, sociology, pedagogy and psychology, research has been carried out on certain aspects of pedagogical culture: questions of methodological, moral and aesthetic, communicative, technological, spiritual, physical culture of the teacher's personality are being studied. In these studies, pedagogical culture is considered as an important part of the teacher's general culture, manifested in the system of professional qualities and the specifics of pedagogical activity.

The teacher's professional and pedagogical culture is part of the pedagogical culture as a social phenomenon. The carriers of pedagogical culture are people engaged in pedagogical practice both at professional and non-professional levels. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work, the components of which are pedagogical activity, pedagogical communication and the individual as a subject of activity and communication at a professional level.

Professional and pedagogical culture is a universal characteristic of pedagogical reality, manifested in various forms of existence;

Professional pedagogical culture is an internalized general culture and performs the function of a specific design of a general culture into the sphere of pedagogical activity;

Professional pedagogical culture is a systemic education that includes a number of structural and functional components, has its own organization, selectively interacts with the environment and has the integrative property of the whole, not reducible to the properties of individual parts;

The unit of analysis of professional and pedagogical culture is pedagogical activity that is creative in nature;

Features of the implementation and formation of the teacher's professional and pedagogical culture are determined by individual creative, psychophysiological and age characteristics, the prevailing socio-pedagogical experience of the individual.

The axiological component of professional and pedagogical culture is formed by a set of pedagogical values created by mankind and included in a holistic pedagogical process at the present stage of education development. In the process of pedagogical activity, teachers master ideas and concepts, acquire knowledge and skills that make up the humanistic technology of pedagogical activity, and, depending on the degree of their application in real life, evaluate them as more significant. Knowledge, ideas, concepts that are currently of great importance for society and a separate pedagogical system, act as pedagogical values.

The teacher becomes a master of his craft, a professional as he masters and develops pedagogical activity, recognizing pedagogical values. The history of the school and pedagogical thought is a process of constant evaluation, rethinking, establishing values, transferring known ideas and pedagogical technologies to new conditions. The ability to see the new in the old, long known, to appreciate it, is an indispensable component of the teacher's pedagogical culture.

The technological component of professional and pedagogical culture includes the methods and techniques of the teacher's pedagogical activity. The values and achievements of pedagogical culture are mastered and created by a person in the process of activity, which confirms the fact of the inseparable connection between culture and activity. The humanistic orientation of pedagogical activity makes it possible to explore the mechanism for satisfying the diverse spiritual needs of the individual. In particular, how, in what way are the needs for communication, in obtaining new information, in transferring the accumulated individual experience, i.e. everything that underlies the holistic educational process.

Pedagogical activity is technological in nature. In this regard, an operational analysis of pedagogical activity is required, which allows us to consider it as a solution to various pedagogical problems. Among them we include a set of analytical-reflexive, constructive-prognostic, organizational-activity, evaluative-informational, correctional-regulating tasks, the techniques and methods for solving which constitute the technology of a teacher's professional and pedagogical culture.

The personal and creative component of professional pedagogical culture reveals the mechanism of mastering it and its implementation as a creative act. The process of appropriation by the teacher of the developed pedagogical values takes place at the personal-creative level. Mastering the values of pedagogical culture, the teacher is able to transform, interpret them, which is determined both by his personal characteristics and the nature of his pedagogical activity.

It is in pedagogical activity that the contradictions of the creative self-realization of the individual are revealed and resolved, the cardinal contradiction between the pedagogical experience accumulated by society and the specific forms of its individual creative appropriation and development, the contradiction between the level of development of the forces and abilities of the individual and self-denial, overcoming this development, etc. Thus, Pedagogical creativity is a type of human life activity, the universal characteristic of which is pedagogical culture. Pedagogical creativity requires from the teacher an adequate need, special abilities, individual freedom, independence and responsibility.

It becomes obvious that pedagogical culture is a sphere of creative application and realization of the teacher's pedagogical abilities. In pedagogical values, a person objects his individual powers and mediates the process of appropriation of moral, aesthetic, legal and other relations, i.e. the personality, influencing others, creates itself, determines its own development, realizing itself in activity.

The analysis of philosophical, historical-pedagogical and psychological-pedagogical literature, the study of the experience of school teachers, theoretical generalizations allow us to conclude that professional and pedagogical culture is a measure and a way of creative self-realization of the teacher's personality in various types of pedagogical activity and communication aimed at development and creation of pedagogical values and technologies.

The presented idea of professional pedagogical culture makes it possible to enter this concept into a categorical series: the culture of pedagogical activity, the culture of pedagogical communication, the culture of the teacher's personality. Professional and pedagogical culture appears as a general characteristic of various types of teacher activities and pedagogical communication, revealing and ensuring the development of needs, interests, value orientations, abilities of the individual in relation to pedagogical activity and pedagogical communication. Professional pedagogical culture is a concept of a higher level of abstraction, concretized in the concepts of "culture of pedagogical activity", "culture of pedagogical communication" and "culture of the teacher's personality".

Axiological component of professional and pedagogical culture

Pedagogical values are objective, as they are formed historically in the course of the development of society, education, general education school and are fixed in pedagogical science as a form of social consciousness in the form of specific images and ideas. In the process of preparation and implementation of pedagogical activity, the teacher masters pedagogical values, subjectivizes them. The level of subjectivation of pedagogical values is an indicator of the personal and professional development of the teacher, his pedagogical culture as the degree of realization of the ideal value, the transformation of the potential (proper) into the actual (existing).

As the conditions of socio-pedagogical life change, as the needs of society, the school, and the individual change, pedagogical values also change and are reassessed. However, they act as relatively stable guidelines by which teachers correlate their lives and pedagogical activities. Weaving the universal values of goodness and beauty, justice and duty, equality and honor into the palette of pedagogical values, mastering them and deepening the world of pedagogical values create the material basis on which the building of the professional and pedagogical culture of the teacher's personality is built.

The subjective perception and appropriation by the teacher of universal cultural and pedagogical values is determined by the richness of his personality, the focus of professional activity, professional and pedagogical self-awareness, personal pedagogical system and thus reflects the inner world of a person. In this regard, S. L. Rubinshtein's assertion that the value attitude remains a way of reflecting reality in the human mind is true.

The degree of appropriation of pedagogical values by a person depends on the state of pedagogical consciousness, since the fact of establishing the value of a particular pedagogical idea, a pedagogical phenomenon occurs in the process of assessing it by a person. The evaluation criterion and its result is a generalized image formed on the basis of psychological and pedagogical knowledge, the results of one's own activity and its comparison with the activities of others. Images of individual pedagogical consciousness may or may not coincide with ideas developed in society or a professional group about the goals, content, subject and object of pedagogical activity, about everything that ensures the pedagogical competence and expediency of the teacher's activity.

The teacher's professional and pedagogical consciousness performs a complex regulatory function. It structures around a single personality core all the variety of learned and performed methods of educational, educational, methodological, social and pedagogical activity. A. N. Leontiev notes that the diverse activities of the subject intersect with each other and are connected into knots by objective, social in nature relations, into which they necessarily enter. These knots, in his opinion, form the "decor of the personality", which we call I.

The hierarchy of teacher activities stimulates the development of individuality. The teacher accumulates this diversity, being in the center of a specially structured and organized activity. In the course of his activity, each teacher as a person actualizes only that part of professional and pedagogical values that is vital and professionally necessary for him. This feature of the necessary professional initiative is given to the teacher in his mind in the form of "I-professional", with which the individualized professional and pedagogical experience and the experiences, beliefs, professional ties and relationships associated with it are corrected.

Professional consciousness is aimed at analyzing different aspects of the I of the teacher's personality and his professional activities and is called upon to determine the boundaries and prospects of personal meaning, i.e. internally motivated, individual value for the subject of this or that action, deed. It allows the teacher to self-determine and fulfill himself, to solve for himself, ultimately, the problem of the meaning of life. Representing not only a system of the most general judgments, knowledge about activities, about oneself, about others and society, pedagogical consciousness is at the same time the product and result of exclusively individual experience, a special mechanism for the professional development of the teacher's personality, which makes it possible to make the universality of pedagogical culture an individual field of activity. .

Pedagogical values, being a condition and result of the corresponding activity, have different levels of existence: individual-personal, professional-group, socio-pedagogical.

Socio-pedagogical values reflect the nature and content of values that function in various social systems, manifesting themselves in the public mind in the form of morality, religion, and philosophy. This is a set of ideas, norms and rules that regulate the activities of society in the field of education.

Group pedagogical values are a set of ideas, concepts, norms that regulate and guide pedagogical activity within certain educational institutions. The totality of such values has a holistic character and acts as a cognitive-acting system with relative stability and repeatability. These values act as guidelines for pedagogical activity in certain professional groups (teachers of a school, lyceum, gymnasium; teachers of a college, technical school, university).

Personal and pedagogical values are complex socio-psychological formations that reflect the goals, motives, ideals, attitudes and other worldview characteristics of the teacher's personality, which make up the system of his value orientations. The latter, representing the axiological Self, is given to the individual not as a system of knowledge, but as a system of cognitive formations associated with emotional and volitional components, which is accepted by the individual as his own internal reference point that encourages and directs his activity.

The consciousness of each particular teacher, accumulating socio-pedagogical and professional group values, builds his own personal value system, the elements of which take the form of axiological functions. Such functions can include the concept of forming the personality of a specialist, the concept of activity, ideas about the technology of building the educational process at school, about the specifics of interaction with students, about oneself as a professional, etc. An integrative axiological function that unites all others is the individual concept of meaning professional and pedagogical activity in the life of a teacher.

Technological component of professional and pedagogical culture

The concepts of "pedagogical culture" and "pedagogical activity" are not identical, but united. Pedagogical culture, being a personal characteristic of a teacher, appears as a way to implement professional activities in the unity of goals, means and results. Diverse types of pedagogical activity, forming the functional structure of culture, have a common objectivity as its resulting form in the form of specific tasks. Solving problems involves the implementation of individual and collective capabilities, and the process of solving pedagogical problems is a technology of pedagogical activity that characterizes the mode of existence and functioning of the teacher's professional and pedagogical culture.

An analysis of the concept of "technology" indicates that if at first it was associated mainly with the production sphere of human activity, then recently it has become the subject of many psychological and pedagogical studies.

The increased interest in pedagogical technology can be explained by the following reasons:

The diverse tasks facing educational institutions involve the development of not only theoretical research, but also the development of issues of technological support for the educational process. Theoretical research reveals the logic of cognition from the study of objective reality to the formulation of laws, the construction of theories and concepts, while applied research analyzes pedagogical practice that accumulates scientific results;

Classical pedagogy, with its established patterns, principles, forms and methods of teaching and upbringing, does not always promptly respond to the scientific substantiation of many scientific ideas, approaches, and methods; lags behind, and often hinders the introduction of new methods and methods of pedagogical activity;

Widespread implementation in the educational process information technologies and computer technology required a significant change in the traditional ways of teaching and education;

General pedagogy remains very theoretical, the methods of teaching and upbringing are very practical, therefore an intermediate link is required that allows in fact to connect theory and practice.

Considering pedagogical technology in the context of professional pedagogical culture, it is legitimate to single out in its structure such an element as the technology of pedagogical activity, which fixes a set of techniques and methods for the holistic implementation of the pedagogical process. The introduction of the concept of "technology of pedagogical activity" into scientific circulation involves the construction of such a model, which would be based on the ideas of a systematic, holistic approach, considering pedagogical activity as a process of solving diverse pedagogical problems, which are, in essence, tasks of social management. The technology of pedagogical activity is considered through the prism of solving a set of pedagogical tasks in terms of pedagogical analysis, goal-setting and planning, organization, evaluation and correction. The technology of pedagogical activity, therefore, is the implementation of techniques and methods for managing the educational process at school.

The pedagogical task, expressing the unity of the goal of the subject of activity and the conditions in which it is solved, must meet a number of requirements, for the implementation of which pedagogical actions are carried out as ways of solving pedagogical problems.

Methods for solving the problem can be algorithmic or quasi-algorithmic. The algorithmic method is used if the procedure for solving the problem consists of efficient operations and does not contain ambiguously determined branches. The quasi-algorithmic way of solving the problem contains ambiguously deterministic ramifications determined by the conditions of the problem actually posed. In pedagogical practice, quasi-algorithmic methods of solving problems prevail. The high level of problem solving in the activity of a teacher is due to the presence of various models, solution structures, fixed in the memory of an individual. Often an adequate solution is not found, not because there are no adequate solutions in the "repositories" of memory, but because the teacher (often a beginner) does not see and does not accept the situation itself that requires a solution.

Based on the characteristics of the pedagogical activity of the teacher, the logical conditionality and sequence of his actions, operations for its implementation, the following binary groups of pedagogical tasks can be distinguished:

Analytical-reflexive - tasks of analysis and reflection of the integral pedagogical process and its elements, subject-subject relations, arising difficulties, etc.;

Constructive and prognostic - the tasks of building a holistic pedagogical process in accordance with the general goal of professional and pedagogical activity, developing and making a pedagogical decision, predicting the results and consequences of pedagogical decisions;

Organizational and activity - the tasks of implementing the best options for the pedagogical process, combining diverse types of pedagogical activities;

Estimated and informational - the tasks of collecting, processing and storing information about the state and prospects for the development of the pedagogical system, its objective assessment;

Correction-regulating - the tasks of correcting the course, content and methods of the pedagogical process, establishing the necessary communication links, their regulation and support, etc.

These tasks can be considered as independent systems, which are a sequence of actions, operations that characterize specific types of technologies of the teacher's pedagogical activity. An analysis of the structure of pedagogical activity makes it possible to single out a system of actions, since the concept of pedagogical action expresses the general that is inherent in all specific types of pedagogical activity, but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual. This allows you to make an ascent from the abstract to the concrete and recreate the object of pedagogical activity in cognition in its entirety.

The selected groups of pedagogical tasks are typical for a teacher as a subject of professional activity, however, they imply their creative individual-personal solution in a specific pedagogical reality.

Personal and creative component of professional and pedagogical culture

Representing the constantly enriching value potential of society, pedagogical culture does not exist as something given, materially fixed. It functions, being included in the process of creatively active development of pedagogical reality by the personality. The professional and pedagogical culture of a teacher objectively exists for all teachers not as an opportunity, but as a reality. Mastering it is carried out only by those and through those who are capable of creatively de-objectifying the values and technologies of pedagogical activity. Values and technologies are filled with personal meaning only in the process of creative research and practical implementation.

IN modern science Creativity is considered by many researchers as an integrative, backbone component of culture. The problem of the relationship between personality, culture and creativity is reflected in the works of N.A. Berdyaev. Considering the global issue of interaction between civilization and culture, he believed that civilization in a certain sense is older and more primary than culture: civilization means a social-collective process, and culture is more individual, it is associated with a person, with a person’s creative act. In the fact that culture is created by the creative act of man, N. A. Berdyaev saw its ingenious nature: "Creativity is fire, culture is the cooling of fire." The creative act is in the space of subjectivity, and the product of culture is in objective reality.

The effectiveness of a teacher's professional activity depends not only and not so much on knowledge and skills, but on the ability to use the information given in a pedagogical situation in various ways and at a fast pace. A developed intellect allows the teacher to learn not individual individual pedagogical facts and phenomena, but pedagogical ideas, theories of teaching and educating students. Reflexivity, humanism, orientation to the future and a clear understanding of the means necessary for professional improvement and development of the student's personality are characteristic features of the teacher's intellectual competence. Developed pedagogical thinking, which provides a deep semantic understanding of pedagogical information, refracts knowledge and methods of activity through the prism of one's own individual professional and pedagogical experience and helps to acquire the personal meaning of professional activity.

The personal meaning of professional activity requires from the teacher a sufficient degree of activity, the ability to manage, regulate his behavior in accordance with emerging or specially set pedagogical tasks. Self-regulation as a volitional manifestation of a personality reveals the nature and mechanism of such professional personality traits of a teacher as initiative, independence, responsibility, etc. In psychology, properties as personality traits are understood as stable, repeating in various situations, behavioral features of an individual. In this regard, the point of view of L.I. Antsyferova about the inclusion in the structure of personal properties of the ability to organize, control, analyze and evaluate one's own behavior in accordance with the motives that prompt it. In her opinion, the more familiar this or that behavior, the more generalized, automated, reduced this skill. Such an understanding of the genesis of properties makes it possible to present integral acts of activity with psychological dominant states arising on their basis as the basis of these formations.

A creative personality is characterized by such traits as willingness to take risks, independence of judgment, impulsiveness, cognitive "meticulousness", critical judgment, originality, boldness of imagination and thought, a sense of humor and a penchant for joking, etc. These qualities, highlighted by A. N. Luk, reveal the features of a truly free, independent and active personality.

Pedagogical creativity has a number of features (V.I. Zag-vyazinsky, N.D. Nikandrov):

It is more regulated in time and space. The stages of the creative process (the emergence of a pedagogical concept, development, realization of meaning, etc.) are rigidly interconnected in time, require an operative transition from one stage to another; if in the activity of a writer, artist, scientist, pauses between the stages of a creative act are quite acceptable, often even necessary, then in the professional activity of a teacher they are practically excluded; the teacher is limited in time by the number of hours devoted to the study of a particular topic, section, etc. During the training session, alleged and unintended problem situations arise that require a qualified solution, the quality of which, the choice of the best solution may be limited due to this feature, due to psychological specificity solving pedagogical problems;

Delayed results of the teacher's creative searches. In the sphere of material and spiritual activity, its result immediately materializes and can be correlated with the goal; and the results of the teacher's activity are embodied in the knowledge, abilities, skills, forms of activity and behavior of students and are evaluated very partially and relatively. This circumstance significantly complicates the adoption of an informed decision at a new stage of pedagogical activity. Developed analytical, prognostic, reflective and other abilities of the teacher make it possible, on the basis of partial results, to foresee and predict the result of his professional and pedagogical activity;

Co-creation of a teacher with students, colleagues in the pedagogical process, based on the unity of purpose in professional activities. The atmosphere of creative search in the teaching and student teams is a powerful stimulating factor. The teacher as a specialist in a certain field of knowledge during the educational process demonstrates to his students a creative attitude to professional activities;

The dependence of the manifestation of the teacher's creative pedagogical potential on the methodological and technical equipment of the educational process. Standard and non-standard educational and research equipment, technical support, methodological readiness of the teacher and psychological readiness of students for a joint search characterize the specifics of pedagogical creativity;

The ability of a teacher to manage a personal emotional and psychological state and cause adequate behavior in the activities of students. The ability of a teacher to organize communication with students as a creative process, as a dialogue, without suppressing their initiative and ingenuity, creating conditions for full creative self-expression and self-realization. Pedagogical creativity, as a rule, takes place in conditions of openness, publicity of activity; the reaction of the class can stimulate the teacher to improvisation, looseness, but it can also suppress, restrain creative search.

The identified features of pedagogical creativity allow us to better understand the conditionality of the combination of algorithmic and creative components of pedagogical activity.

The nature of creative pedagogical work is such that it immanently contains certain characteristics of normative activity. Pedagogical activity becomes creative in those cases when algorithmic activity does not give the desired results. The algorithms, techniques and methods of normative pedagogical activity learned by the teacher are included in a huge number of non-standard, unforeseen situations, the solution of which requires constant anticipation, changes, corrections and regulation, which encourages the teacher to manifest an innovative style of pedagogical thinking.

The question of the possibility of teaching and teaching creativity is quite legitimate. Such opportunities lie primarily in that part of pedagogical activity that constitutes it. regulatory framework: knowledge of the patterns of a holistic pedagogical process, awareness of the goals and objectives of joint activities, readiness and ability for self-study and self-improvement, etc.

Pedagogical creativity as a component of professional pedagogical culture does not arise by itself. For its development, a favorable culture-creative atmosphere, a stimulating environment, objective and subjective conditions are necessary. As one of the most important objective conditions for the development of pedagogical creativity, we consider the influence of socio-cultural, pedagogical reality, a specific cultural and historical context in which a teacher creates and creates in a certain time period.

Without recognition and understanding of this circumstance it is impossible to understand the real nature, source and means of realization of pedagogical creativity.

Other subjective conditions include:

Positive emotional psychological climate in the team;

The level of development of scientific knowledge in the psychological, pedagogical and special fields;

Availability of adequate means of training and education;

Availability of socially necessary time.

The subjective conditions for the development of pedagogical creativity are:

Knowledge of the basic laws and principles of a holistic pedagogical process;

High level of general cultural training of the teacher;

Possession of modern concepts of training and education;

Analysis of typical situations and the ability to make decisions in such situations;

The desire for creativity, developed pedagogical thinking and reflection;

Pedagogical experience and intuition;

ability to make operational decisions in atypical situations; problematic vision and possession of pedagogical technology.

The teacher interacts with pedagogical culture in at least three ways:

Firstly, when he assimilates the culture of pedagogical activity, acting as an object of socio-pedagogical influence;

Secondly, he lives and acts in a certain cultural and pedagogical environment as a carrier and translator of pedagogical values;

Thirdly, it creates and develops a professional and pedagogical culture as a subject of pedagogical creativity.

Personal characteristics and creativity are manifested in various forms and ways of creative self-realization of the teacher. Self-realization acts as a sphere of application of the individual creative capabilities of the individual. The problem of pedagogical creativity has a direct outlet to the problem of teacher's self-realization. Because of this, pedagogical creativity is a process of self-realization of the individual, psychological, intellectual forces and abilities of the teacher's personality.

Literature for independent work

Introduction to Pedagogical Culture / Ed. E. V. Bondarevskaya. - Rostov-on-Don, 1995.

Isaev I.F. Theory and practice of the formation of professional and pedagogical culture of a teacher of higher education. - M., 1993.

Isaev I.F., Sitnikova M.I. Creative self-realization of the teacher: Culturological approach. - Belgorod; M., 1999.

Kan-Kalik V. A., Nikandrov K. D. Pedagogical creativity. - M., 1990.

Levina M.M. Technologies of professional pedagogical education. - M., 2001.

Likhachev B. T. Introduction to the theory and history of educational values. - Samara, 1997.

Fundamentals of pedagogical skill: Proc. allowance / Ed. I.A. Zyazyun. - M., 1989.

Formation of the teacher's professional culture / Ed. V.A. Slastenina. - M., 1993.

To understand the essence of professional and pedagogical culture, it is necessary to keep in mind the following provisions:

professional and pedagogical culture is a general culture and performs the function of a specific design of a general culture in the sphere of pedagogical activity;

professional pedagogical culture is a systemic education that includes a number of components that have their own organization and have the property of a whole that is not reducible to the properties of individual parts;

the unit of analysis of professional and pedagogical culture is pedagogical activity that is creative in nature;

the features of the implementation and formation of the teacher's professional and pedagogical culture are determined by individual creative, psychophysiological and age characteristics, the prevailing socio-pedagogical experience of the individual.

The axiological component of professional and pedagogical culture is formed by a set of pedagogical values created by mankind. Knowledge, ideas, concepts that are currently of great importance for society and a separate pedagogical system, act as pedagogical values. Pedagogical values are objective, as they are formed historically in the course of the development of society, education and are fixed in pedagogical science as a form of social consciousness in the form of specific images and ideas. In the process of carrying out pedagogical activity, the teacher masters pedagogical values, subjectifies them. The level of subjectivation of pedagogical values is an indicator of the personal and professional development of a teacher

The technological component of professional and pedagogical culture includes the methods and techniques of the teacher's pedagogical activity. Pedagogical technology helps to understand the essence of pedagogical culture, it reveals historically changing methods and techniques, explains the direction of activity depending on the relations that are developing in society. It is in this case that pedagogical culture performs the functions of regulating, preserving, reproducing and developing pedagogical reality.

The personal and creative component of professional pedagogical culture reveals the mechanism of mastering it and its implementation as a creative act. Mastering the values of pedagogical culture, the teacher is able to transform, interpret them, which is determined both by his personal characteristics and the nature of his pedagogical activity. The creative nature of pedagogical activity determines a special style of the teacher's mental activity, associated with the novelty and significance of its results, causing a complex synthesis of all mental spheres (cognitive, emotional, volitional and motivational) of the teacher's personality.

Among the leading trends in the formation of professional and pedagogical culture of a teacher of higher education, it is necessary to single out the main one - the trend that reveals the dependence of the formation of professional and pedagogical CULTURE on the degree of development of the professional freedom of the individual, its creative self-realization in pedagogical activity, in the choice of its strategy and tactics.

Defining the teacher's professional and pedagogical culture, one should first consider such concepts as "professional culture" and "pedagogical culture". Professional culture- this is a developed ability to solve professional problems, the basis of which is a developed professional thinking.

Considering the issue of pedagogical culture, they have in mind the following concepts: methodological, moral and aesthetic, communicative, technological, spiritual, Physical Culture the personality of the teacher. Pedagogical culture is to some extent inherent in every person or other source that influences the formation of personality, professional and pedagogical culture is a characteristic of a person who is called upon to carry out the educational process within the framework of professional specially organized activities.

In pedagogical science, a set of provisions has developed that makes it possible to define the concept professional and pedagogical culture:

› professional and pedagogical culture is a universal characteristic of pedagogical reality, manifested in different forms of existence;

› professional and pedagogical culture is an internalized general culture and performs the function of specific designing of a general culture in the sphere of pedagogical activity;

› professional pedagogical culture is a systemic education that includes a number of structural and functional components, has its own organization, selectively interacts with the environment and has the integrative property of the whole, not reducible to the properties of individual parts;

› the unit of analysis of professional and pedagogical culture is pedagogical activity that is creative in nature;

› features of the implementation and formation of the teacher's professional and pedagogical culture are determined by individual creative, psychophysiological and age characteristics, the prevailing socio-pedagogical experience of the individual.

Professional and pedagogical culture consists of three main components:

axiological, technological and personal-creative.

Axiological component includes a set of pedagogical values accepted by the teacher and perceived from different sources throughout life and professional activity. The culture of a teacher from this point of view is determined by a set of these values, the distribution of priorities among them, the ability to identify new values in the world around, life processes and the pedagogical sphere. In pedagogy, a system of objective values has historically developed, which determine the level of skill and development of the teacher, depending on the subjective perception and acceptance of these values by him.

Technology Component represents pedagogical activity as a process of solving pedagogical problems. Recently, there has been an increased interest in the concept of "pedagogical technology". This is due to many reasons, for example, the fact that the development of pedagogical science has not only a theoretical side, but also needs practical experiments, developments that allow us to explore various theories and hypotheses. Pedagogical theory largely diverges from the actual practice of education and training, in this case, pedagogical technology acts as a link: models are built on the basis of theoretical calculations, and a technology for their implementation is developed. Pedagogical technology contains such an important component as "technology of pedagogical activity". Considering it, it is worth noting that pedagogical activity must certainly have a holistic, systematic, purposeful character, which is the basis for developing the technology of pedagogical activity. This technology is built as a system of step-by-step solution of the problems of pedagogical analysis, planning, goal-setting, organization, evaluation and correction. That is, the technology of pedagogical activity is the implementation of techniques and methods for managing the educational process in an educational institution. There are various ways to solve pedagogical problems. Based on the condition that the goal and activity of the subject of training correspond to the conditions for the implementation of this activity, in each specific case, the most appropriate methods for solving the problems that make up the educational process are selected.

All methods of solving problems are divided into algorithmic and quasi-algorithmic. Algorithmic methods are used when it is possible to choose unambiguous solutions depending on the initial data.

Quasi-algorithmic methods cover all other types of tasks, these methods prevail in the technology of pedagogical activity. The teacher, solving any specific problem that arose in a real situation, builds a solution based on the models that exist in his memory, thanks to the accumulated experience. In connection with the noted feature of the professional thinking of the teacher, the following are distinguished: groups of pedagogical tasks:

› analytical and reflexive - tasks of analysis and reflection of the integral pedagogical process and its elements;

› constructive and prognostic - the tasks of building a holistic pedagogical process in accordance with the general goal of professional and pedagogical activity, developing and making a pedagogical decision, predicting the results and consequences of pedagogical decisions;

› organizational and activity - the tasks of implementing the best options for the pedagogical process, combining diverse types of pedagogical activities;

› evaluation and information - the tasks of collecting, processing and storing information about the state and prospects for the development of the pedagogical system, its objective assessment;

› correctional and regulatory - the tasks of correcting the course, content and methods of the pedagogical process, establishing the necessary communication links, their regulation and support, etc.

Personal and creative component pedagogical culture is manifested in the teacher's ability to creatively implement the technology of the pedagogical process, relying on theory, to carry out practical activities, making a personal contribution, enriching it with new techniques and methods, to be in constant search for optimal solutions. The culture of a professional teacher is distinguished by his ability to find heuristic solutions, develop new, most effective ways out of the current situation based on his own experience and the experience of colleagues. The creative mental activity of the teacher causes a complex synthesis of all mental spheres of the teacher's personality: cognitive, emotional, volitional and motivational.

Pedagogical creativity and skill

Creativity is, first of all, the complete concentration of the entire spiritual and physical nature. It captures not only sight and hearing, but also all five human senses. It captures, in addition, the body, and thought, and mind, and will, and feeling, and memory, and imagination. All spiritual and physical nature should be directed towards creativity...

K.S. Stanislavsky

The problem of creativity has become so relevant today that many scientists consider it the “problem of the century”, and its solution lies in a number of areas, including in education, i.e. in modern school. In this situation, the personality of the teacher comes to the fore, the leading professional characteristic of which is the ability to be creative. It is the teacher's pedagogical creativity that is able to solve the problem of the functioning of any general educational institution, to satisfy the society's need for highly qualified specialists who can effectively solve the tasks assigned to them, and to respond in a non-standard way to changes in modern technogenic society.

Creativity is an activity that generates something new, not previously existing, based on the reorganization of existing experience and the formation of new combinations of knowledge, skills, products. Creativity has different levels. One level of creativity is characterized by the use of already existing knowledge and the expansion of the scope of their application; at another level, a completely new approach is created that changes the usual view of an object or field of knowledge. The process of constant creativity is a pedagogical activity. In the set of pedagogical abilities, one should especially highlight the "gift of the word", which, according to the words of the 19th-century methodologist-linguist. V.P. Ostrogorsky, consists in the ability to speak not only coherently, smoothly and clearly, but beautifully and captivatingly. In specialized literature, three independent spheres of speech art are usually considered: stage speech, oratory and speech as a tool of pedagogical communication. In the practice of educational work, these types of speech activity often appear in a complex.

In addition to general pedagogical abilities and skills, an employee of an educational institution must master a variety of techniques and means of personal audiovisual impact on pupils, which are commonly referred to as "pedagogical technology". The subject of special concern of the teacher is the main instrument of communication - the voice, which should be expressive, sonorous, attract attention, but not annoy, call to action, and not lull. It has been experimentally proven that information transmitted in a low voice is better remembered.

Another essential element of pedagogical technique is facial expressions - a kind of art of expressing thoughts, feelings, moods and states with the movements of the muscles of the face. The combination of these movements with the expressiveness of the gaze contributes to the establishment of live contact with the pupils.

Academician V.A. Engelhard wrote: “... that creativity in its original source is the result of an innate, physiological need, the result of some instinct, felt as powerfully as the need for a bird to sing or the desire of a fish to rise against the current of a stormy mountain river.” And indeed, a person in any, even the most, it would seem, work far from creativity, without realizing it himself, introduces elements of creativity. There are also several types of pedagogical creativity:


Pedagogical creativity
Moral	Didactic	Technological	Organizational
- activities in the field of moral and ethical relations between students and teachers using unique, original approaches, giving a qualitatively new result. It gives the greatest effect when designing pedagogical situations. Moral creativity is the art of creating highly moral, benevolent relations between a teacher and students.	- activities in the field of learning by inventing various methods of selection and structuring educational material, methods of its transmission and assimilation by students. It is limitless - the combination of actions by students, the invention of new techniques, the use of transitions, additions, background music, self-assessment, reference devices for educational purposes, gaming machines, assessment of knowledge by parents.	- activities in the field of pedagogical technology and design, when the search and creation of new pedagogical systems, pedagogical processes and educational pedagogical situations is carried out, contributing to an increase in the effectiveness of student learning. This is the most complex view pedagogical creativity.	- creativity in the field of management and organizational activities to create new ways of planning, control, alignment of forces, resource mobilization, communication with the environment, interaction between students and teachers, etc. It provides rational use all factors contributing to the achievement of the goal in a more economical way.

CRITERIA AND LEVELS OF PROFESSIONALISM OF THE TEACHER

The professionalism of a teacher is an integral characteristic of the teacher's personality, which implies that he possesses the types of professional activities and that the teacher has a combination of professionally important psychological qualities that ensure the effective solution of professional pedagogical tasks for teaching and educating (children, adult students). The professionalism of a teacher must meet a number of criteria: - objective criteria: the effectiveness of pedagogical activity (its main types - teaching, developing, educational, as well as auxiliary in the teacher's work - diagnostic, correctional, consulting, organizational and managerial, self-educational, etc.); - subjective criteria: a stable pedagogical orientation (desire to remain in the profession), understanding of the value orientations of the teaching profession, a positive attitude towards oneself as a professional, job satisfaction; - procedural criteria: the use by the teacher of socially acceptable, humanistically directed methods, technologies in his work; - performance criteria: the achievement in pedagogical work of the results demanded by society (the formation of personality traits of students that ensure their preparedness for life in a rapidly changing society). The levels of professionalism of a teacher are steps, stages of his movement to high performance pedagogical work: - the level of mastery of the profession, adaptation to it, the teacher's primary assimilation of norms, mentalities, necessary techniques, technologies; - the level of pedagogical skills as the implementation at a good level of the best examples of advanced pedagogical experience accumulated in the profession; possession of the methods of an individual approach to students available in the profession, methods of transferring knowledge; implementation of student-centered learning, etc. - the level of self-actualization of the teacher in the profession, awareness of the possibilities of the teaching profession for the development of one's personality, self-development by means of the profession, conscious strengthening of one's positive qualities, smoothing out negative ones, strengthening individual style; - the level of pedagogical creativity as enrichment by the teacher of the experience of his profession due to personal creative contribution, making author's proposals, both related to individual tasks, techniques, means, methods, forms of organization of the accounting process, and creating new ones pedagogical systems training and education.

Competence - awareness, authority, possession of competence, knowledge that allows one to judge something, the quality of a person with comprehensive knowledge; this is a systematic manifestation of knowledge, skills, abilities and personal qualities that allow you to successfully solve functional problems that make up the essence of professional activity.

Competence - a range of issues in which someone is well aware; the circle of someone's powers, rights.

In our opinion, competence can most accurately be defined as the ability to perform the actions and functions of a subject of a certain type of activity, based on the necessary knowledge, skills, personal qualities and value orientations.

It should be noted that the qualification characteristics of specialists previously used in domestic science and the practice of organizing higher education, in essence, have already been based on a competency-based approach, "requirements were prescribed for the knowledge, skills, skills of a university graduate, for his personal qualities and moral values."

To have competence means to have everything that is necessary for the successful solution of some tasks. Having knowledge and some skills does not mean being competent. Knowing the technique of swimming does not mean being able to swim. To be proficient in measurement methods and mathematical methods for analyzing their results does not mean to be able to conduct experimental research.

Competence is an integrative mental education, which includes both the knowledge necessary to solve the corresponding type of tasks, and the ability to set tasks of this type, plan their solutions, select and apply adequate means of solving, evaluate the results of actions. To form a competence means to form an appropriate functional system of the psyche as an integral, integrative education. So the professional competence of the teacher, acting as a condition for the formation and development of his pedagogical skills, is the content of pedagogical culture. This concept in last years is increasingly being used and developed by teachers involved in the study of problems of pedagogical deontology (E.V. Bondarevskaya, I.F. Isaev, V.A. Slastenin, etc.). However, the professionalism of the teacher, his pedagogical culture does not yet guarantee success in the implementation of pedagogical activities. In its "live" real process, the professional acts in unity with the general cultural and socio-moral manifestations of the teacher's personality.

Types of professional competence

Correlating professionalism with various aspects of the maturity of a specialist, four types of professional competence are distinguished: special, social, personal individual:

1. Special or activity professional competence characterizes the possession of activities at a high professional level and includes not only the availability of special knowledge, but also the ability to apply them in practice.

2. Social professional competence characterizes the possession of methods of joint professional activity and cooperation, methods of professional communication accepted in the professional community.

3. Personal professional competence characterizes the possession of ways of self-expression and self-development, means of confronting professional deformation. This also includes the ability of a specialist to plan his professional activities, make decisions independently, and see the problem.

4. Individual professional competence characterizes the possession of self-regulation techniques, readiness for professional growth, resistance to professional aging, and the presence of sustainable professional motivation.

As one of the most important components of professional competence, he calls the ability to independently acquire new knowledge and skills, as well as use them in practical activities. We consider it possible to use the above types of professional competence for the tasks of assessing the professionalism of a teacher. Thus, successful pedagogical activity is a process of self-realization of the individual, psychological, intellectual, creative forces and abilities of the teacher's personality.

Of interest is the hierarchical model of pedagogical competence, in which each next block is based on the previous one, creating a "platform for" growth "" of the following components. The blocks that make up the model represent six types of pedagogical competence: knowledge, activity, communicative, emotional, personal, creative. The special significance of the principle of consistency, which is directly related to the formation of the teacher's competence in the process of his education, is emphasized. A separate block taken out of context will not provide the necessary professional competence of the teacher. Taking into account the analysis of existing studies on the issue of professional competence, we will clarify the concept under consideration in relation to pedagogical specialists. In accordance with the above, the professional competence of a teacher is a qualitative characteristic of the personality of a specialist, which includes a system of scientific and theoretical knowledge both in the subject area and in the field of pedagogy and psychology. The professional competence of a teacher is a multifactorial phenomenon, which includes a system of theoretical knowledge of a teacher and ways to apply them in specific pedagogical situations, value orientations teacher, as well as integrative indicators of his culture (speech, communication style, attitude towards himself and his activities, to related fields of knowledge, etc.). We will single out the following components of a teacher's professional competence: motivational-volitional, functional, communicative and reflective.

The motivational-volitional component includes: motives, goals, needs, values, stimulates the creative manifestation of the individual in the profession; implies an interest in professional activities.

The functional (from Latin functio - performance) component in the general case manifests itself in the form of knowledge about the methods of pedagogical activity necessary for the teacher to design and implement a particular pedagogical technology.

The communicative (from Latin communico - I connect, communicate) component of competence includes the ability to clearly and clearly express thoughts, convince, argue, build evidence, analyze, express judgments, convey rational and emotional information, establish interpersonal relationships, coordinate one's actions with the actions of colleagues, choose the optimal style of communication in various business situations, organize and maintain a dialogue.

The reflexive (from late Latin reflexio - turning back) component is manifested in the ability to consciously control the results of one's activity and the level of one's own development, personal achievements; the formation of such qualities and properties as creativity, initiative, focus on cooperation, co-creation, a tendency to introspection. The reflexive component is the regulator of personal achievements, the search for personal meanings in communication with people, self-management, as well as the stimulus of self-knowledge, professional growth, improvement of skills, meaning-creating activity and the formation of an individual style of work. These characteristics of the teacher's professional competence cannot be considered in isolation, since they are integrative, holistic in nature, they are the product of professional training as a whole.

Professional competence is formed already at the stage of professional training of a specialist. But if learning pedagogical university should be considered as a process of formation of the foundations (preconditions) of professional competence, then training in the system of advanced training - as a process of development and deepening of professional competence, first of all, its higher components.

It is necessary to distinguish the psychological meaning of the concepts "competence" and "qualification". The assignment of a qualification to a specialist requires not much experience in this profession, but the correspondence of the knowledge and skills acquired in the process of training to the educational standard. Qualification is the degree and type of professional training (training) that allows a specialist to perform work at a particular workplace. A specialist acquires a qualification before the corresponding professional experience begins to take shape.

The concept of "professionalism" is broader than the concept of "professional competence". To be a professional is not only to know how to do it, but also to be able to implement this knowledge, achieving the desired result. (A lifeguard on the waters cannot be one who, according to the expression, "knows how to swim", but does not know how to do it). The effectiveness of the activity is also important, and its correlation with the costs (psychological, physiological, etc.), that is, when assessing professionalism, we should talk about the effectiveness of professional activity.

4 Professionalism and self-development of the personality of the teacher

Scientists dealing with the problems of education pay attention to the versatility of this phenomenon, which was considered earlier (education as a value, as a system, as a process, as a result). It is quite obvious that the implementation of all these aspects of education is connected with the personality of the teacher, with the need to constantly improve it and increase the level of professionalism.
What is the professional development of a teacher? How long does this process take? What is required to effectively move up the professional ladder?
The answers to these questions are of concern to many young professionals who have received a diploma of graduation from the university. But few of them think that the beginning of the career of any specialist is laid during the period of study. And on how competently a careless student behaves, his future success directly depends.
In this chapter, we will talk not only about the profession of a teacher, but also about the basic principles of the professional development of any person.
The result of the professional development of any subject of activity is his professional skill. Craftsmanship is defined as a high art in any field, and a master is a specialist who has achieved high art in his field.
Professional skill is manifested in professional activity and is characterized, first of all, by professional expediency, individual creative character, optimality in the choice of means (N. V. Kuzmina, A. K. Markova, V. A. Slastenin, etc.).
In the pedagogical encyclopedia, the concept of "pedagogical skill" is interpreted as a high and constantly improved art of teaching and education. Can it be specially trained? Or is the ability to be creative the lot of the elite? Most scientists are inclined to believe that to develop in oneself Creative skills You can if you do it consistently and purposefully.
It's not a secret for anyone that in the course of life a person has to change the field of activity; not always the choice made after graduation is conscious. But one way or another, any job requires the development of certain skills. And the most important skill that every highly qualified specialist should have is the skill of self-education. This is especially important for the teacher - as K. D. Ushinsky argued, the teacher lives as long as he studies.
Let's see what it is - self-education!
Self-education can be considered in two senses: as "self-education" (in the narrow sense - as self-learning) and as "self-creation" (in the broad sense - as "creation of oneself", "self-construction"). We will keep in mind the second meaning, since we are interested in the problem of self-improvement. In this case, self-education is one of the mechanisms for transforming a person's reproductive activity into a productive one, bringing the individual closer to creativity. Therefore, professional growth can also be called the search for one's own path, finding one's own voice.
What are the functions of self-education?
M. Knyazeva identifies several of these functions:
1) extensive - accumulation, acquisition of new knowledge;
2) indicative - defining oneself in Culture and one's place in society;
3) compensatory - overcoming shortcomings schooling, the elimination of "white spots" in their education;
4) self-development - improvement of a personal picture of the world, one's consciousness, memory, thinking, creative qualities;
5) methodological - overcoming professional narrowness, completing the picture of the world;
6) communicative - establishing links between sciences, professions, estates, ages;
7) co-creative - accompaniment, assistance creative work, an indispensable addition to it;
8) rejuvenation - overcoming the inertia of one's own thinking, preventing stagnation in a social position (in order to live fully and develop, one must from time to time give up the position of a teacher and move on to the position of a student);
9) psychological (and even psychotherapeutic) - the preservation of the fullness of being, a sense of belonging to the broad front of the intellectual movement of mankind;
10) gerontological - maintaining connections with the world and through them - the viability of the organism.
Thus, self-education is a necessary constant component of the life of a cultured, enlightened person, an occupation that always accompanies him.
In the modern cultural situation, self-education can predetermine the socio-cultural independence and independence of the individual. Since the phenomenon of self-education is generated by the crisis of the world educational system, it is precisely this that paves the way to a way out of this impasse.
Self-education is valuable not as a narrow "acquisition" of knowledge, but as a way of development of both the intellect and the personality as a whole, its free movement in culture, informal communication with it - which means that it is a complete, versatile, natural well-being of a person in the noosphere, an informal being of a person in knowledge.
Considering self-education as a kind of free spiritual activity, one can call it the freest path to accelerated self-development, when it is a whole system of directed, reasonable formation by a person of different aspects of his spiritual self.
We note in particular that one of the components of any creativity is the understanding and evaluation of culture, movement in the context of those cultural processes that occur in modern society. Self-education is increasingly directed towards the acquisition and refinement of our common ideas, overcoming professional isolation. Verification of the ideology of one's life and activity - this component line in self-education is truly constant and equally important for every person, for any age.
A chain is being built: educating oneself by means of culture - building a society around oneself by means of one's personality. But how to become a Personality? How to create yourself?
Apparently, in order to get the desired result and bring your real image closer to the ideal, you need to be able to manage your own development.
What does it mean?
First of all, it means the ability to take personal responsibility for your own life. By shifting this responsibility to others, you become dependent on them, and your development slows down.
It is absolutely necessary to build your professional and educational strategy, which would take into account your specific characteristics and needs, as well as the educational trajectory as a way to achieve the desired goal.
Educational trajectory - the ability of an individual to determine their educational path on the basis of choice, satisfying the needs in education, in obtaining qualifications in the chosen field, in intellectual, physical, moral development, taking into account the formation of interests and inclinations, demand in the labor market, self-assessment of opportunities. The implementation of the planned plan is directly related to the skills of self-organization and self-regulation.
In the self-organization of the individual, psychological readiness for professional activity is manifested. As noted by N. R. Bityanova, self-regulation is a process of voluntary control of one's behavior, due to which conflicts are resolved, mastery of one's behavior, and processing of negative experiences. Management of one's development is carried out through self-education. The activity of self-education is formed as a result of self-knowledge and awareness of the real Self and the ideal image of oneself in the future.
In other words, in order to achieve good results, you must constantly study yourself, know your strengths and weaknesses, gradually form in yourself that inner core on which not only professional, but personal development will be built.
According to K. Jung, each individual has a tendency to individualization, or self-development. Individualization is the process of "becoming oneself", directly related to the concept of personal growth.
What do psychologists mean by personal growth?
K. Jung believed that personal growth is the expansion of knowledge about the world and about oneself, conscious awareness.
The author of individual psychology A. Adler considered personal growth as a movement from self-centeredness and the goals of personal superiority to constructive mastery of the environment and socially useful development.
One of the founders of the humanistic direction in psychology, A. Maslow, considered personal growth as a consistent satisfaction of "higher" needs based on the achieved basic ones. To grow, according to Maslow, is not to remain in potentiality. The "best choice of life" is always in us. Personal growth does not consist in a single achievement, it is a special relationship with the world and oneself.
The humanist psychologist K. Rogers believed that personal growth (or actualization) is expressed in the desire to become more and more competent and capable as much as biologically possible, and to the extent that this growth strengthens the organism and the "self".
Victor Franchi, creator of logotherapy and existential analysis, as driving factor development of personality singled out the desire of a person to search for and realize his own meaning of life. Personal growth, according to Frankl, is the acquisition of a specific meaning of life by a given person at a given moment.
Thus, personal growth is a qualitative change. personal development affecting the basic life relationships, the "core" of the personality. The attitude to one's past life as to the past and the focus on the future allow us to talk about such qualitative changes in personal growth. Any stop in this continuity can be fraught with the onset of stagnation and the beginning of personality degradation.
From the point of view of the activity approach in psychology, the optimal development of the personality occurs in the process of successfully mastering professional activities that are significant for the subject.
In other words, the more you achieve in professional development, the more you develop as a person.
The profession of a teacher has its own specifics: he works with a Person, which means that his own personality is a powerful "working tool". And the more perfect this tool, the more successful professional result. Thus, it is in the teaching profession that personal growth is an indispensable condition for achieving professionalism.
What is professionalism!
Professionalism - the degree of mastery of professional skills by an individual, and a professional is an individual whose main occupation is his profession; specialist in his field, having the appropriate training and qualifications.
Professionalism as a psychological and personal education characterized not so much by professional knowledge and skills as by the indescribable art of setting and solving professional problems, a special understanding of reality in general and difficult situations activities.
Thus, self-development is the result of professional creativity, and not just an increase in knowledge, skills and abilities.
Interest multiplied by labor becomes a vocation, - wrote V. A. Sukhomlinsky.
As N. Bityanova notes, real deep and broad professionalism (this is evidenced by his mastery of many prominent people) cannot grow in a person from only one activity to which he has devoted himself, especially if this activity is complex in nature. Although high professionalism is impossible without the development of a person’s special abilities, which, both in their content and form, would be closely adjusted to the requirements of a particular activity, and without knowledge and skills corresponding to these requirements, the most important condition for achieving such professionalism is also necessarily a powerful development a person has common abilities, and the transformation of universal human values into his own values, which means the moral upbringing of his personality.
In addition, other conditions play an important role in gaining professionalism:
- personal attitude to the profession;
- understanding of their personal limitations and resources of professional activity;
- personal experience of life in general, and not professional requirements (determines the attitude towards self-development options);
- features of the individual vision of the means of activity (they are the main content of the formation of the personality of a specialist);
- problematic situations, goals and methods of professional activity;
- methodological guidelines and norms of professional thinking (arise in the mind of a person as a result of the reflexive development of professional activity by him).
Along with these processes, a subjective position appears and new type development of activity - attitude to it. Thus, an individual professional picture of the world is formed - a neoplasm in the structure of the profession and an active attitude towards it. All this is directly related to the concept of self-consciousness, i.e., a person’s awareness and assessment of himself as a subject of practical and cognitive activity, as a person.
The specificity of professional pedagogical self-consciousness lies in the fact that it grows out of personal self-consciousness, since the teacher, in the process of performing his professional activity, gives part of himself, his spiritual resources to others. Actually, the orientation to the other, to interaction with these others determines the image of pedagogical activity, which the teacher is guided by.
Professional self-awareness contains a professional's idea of himself and his values, his contribution to the common cause. The structure of professional self-awareness in general can be characterized by the following provisions:
1) consciousness of one's belonging to a certain professional community;
2) knowledge, opinion about the degree of one's compliance with professional standards, about one's place in the system of professional roles;
3) knowledge of a person about the degree of his recognition in a professional group;
4) knowledge about their strengths and weaknesses, ways of self-improvement, probable areas of success and failure;
5) an idea of yourself and your work in the future (E. A. Klimov).
Pedagogical self-awareness is closely connected with reflection, with an appeal to one's own inner world, with an assessment of the processes that occur in it.
Two components can be distinguished in professional development: personal formation and status (external) formation. As a rule, the achievement of a certain level in personal terms entails career advancement, which is reflected in external manifestations. In most cases, a person who successfully masters his professional activity receives recognition in society.
Consider how the formation of professionalism in personal terms.
E. I. Rogov singled out three directions here:
- a change in the entire system of activity, its functions and hierarchical structure (in the course of developing the appropriate labor skills, the personality moves up the steps professional excellence, a specific system of ways to perform activities develops - a personal style of activity is formed);
- a change in the personality of the subject, manifested both in appearance (motor skills, speech, emotionality, forms of communication), and in the formation of elements of professional self-awareness (professional attention, perception, memory, thinking, emotional-volitional sphere), which in a broader sense can be considered as the formation of a professional worldview;
- a change in the relevant components of the subject's attitude towards the object of activity (this is manifested: in the cognitive sphere - in the level of awareness about the object, the degree of awareness of its significance; in the emotional sphere - in interest in the object, in a tendency to interact with it and satisfaction from this despite on difficulties; in the practical sphere - in the realization of one's real possibilities of influencing the object).
As a result, the setting of the subject to influence the object is replaced by the need for interaction, which allows us to talk about the formation of a professional culture.
Professionalism has a wide range of manifestations - from amateurism (i.e. superficial professional knowledge, skills and abilities) to the formation of rigid professional stereotypes (sometimes up to professional deformation of the personality).
What factors have a predominant influence on professional development?
Naturally, first of all, these are personal characteristics and the desire to develop.
If we proceed from the idea of subjectivity, recognizing a person as the creator of his own life, then one of the characteristics of the subject is activity. In this case, we are talking about activity as a conscious and controlled process, and not about impulsive actions.
According to psychologists, social activity is an indicator of how much and how an individual uses his abilities. As E. I. Rogov writes, one of the most important signs of a person’s social activity is the free will of a person, the self-activity of a person and his ability to set a goal, anticipate the results of activity and regulate its intensity.
No less significant is the factor of the professional activity itself, which forces the development of certain personal qualities as professionally significant, necessary and mandatory. The development of these qualities significantly affects the teacher's self-esteem, which, in turn, acts as one of the indicators of personal activity.
Next, we note the way of entering the profession. The way a person began his professional activity, how different his values were from the values of the environment in which he found himself at the beginning of mastering the profession, depends on the quality of his development in the future.
Another factor that can be called significant is the length of stay in professional activity, i.e. length of service. Not always an increase in experience indicates an increase in the level of professionalism. Sometimes there is an opposite trend, when a person is in the power of stereotypes, is conserved, stops developing. Especially often teachers fall into this trap, which is directly related to their social role: to transfer ready-made experience to students, to actively influence the formation of their personality, to be responsible for their life and health. All this often contributes to the strengthening of authoritarianism and immunity to new experience.
There are also negative factors that complicate the process of professional development of a teacher. First of all, such factors include crises. R. A. Akhmerov singled out some of them.
Crisis of non-realization. A person begins to think: "My life program is not fulfilled", "Life is not successful", "Unlucky". He does not see his achievements and successes or underestimates them and does not see significant events in his past that are useful from the point of view of the present and future.
The crisis of emptiness. Occurs when in real life Actual connections leading from the past and present to the future are poorly represented. A person feels that he is “out of breath” and is not capable of implementing his plan.
Crisis of hopelessness. It occurs when, for one reason or another, the potential connections of events, plans, dreams about the future are poorly represented in the mind. A person, having activity, having certain achievements and valuable personal qualities, nevertheless finds it difficult to build new life programs, does not see for himself the ways of self-determination, self-improvement.
In severe cases, these crises can be combined in different ways ("emptiness + hopelessness", "unfulfillment + emptiness"). Each person experiences them in their own way. But if the teacher is prepared for crises, knows about their existence, it is easier for him to cope with them or help other people to overcome them.
Let's move on to the second, external, side of the teacher's professional growth and consider the factors influencing it. In general terms, they can be divided into three groups.
First of all, it is the individual characteristics of a person.
Each of us has a certain set of properties that are either biologically determined or acquired in the process of training and education. The propensity for a particular activity, as well as the qualities necessary for its implementation, is what is often decisive for obtaining an effective result. Sometimes a person makes the wrong choice, underestimating or overestimating his abilities, and is convinced of the wrong path only when he encounters a series of failures.
The next factor is the need of society for certain specialists, the demand for people of certain professions and a certain level of qualification. It is no secret that with the development of a market economy, the relevance of once "non-prestigious" specialties (financiers, economists, accountants) has significantly increased, and many young people rushed to receive just such an education. But already today the demand for this category of workers is gradually falling, the market is full, and in a few years the demand for them will be significantly lower than former applicants expected. Therefore, when planning your professional self-realization, it is necessary to carefully study the statistics and data of sociological research: in no other area following fashion can lead to such costly consequences as in choosing a profession; dress can be changed, but the business of life - not always.
By the way, the current situation in the education market is characterized by an unprecedented demand for educational services. Naturally, in the new socio-economic conditions, many people had to radically change their field of activity, acquire new specialties, learn new technologies. All this requires a significant increase in the number of educational institutions, and hence teachers. In addition, highly specialized knowledge is not enough for today's educated person. As a rule, to increase professional authority, a lot of new skills are required (knowledge of computer training technologies, the ability to handle office equipment, etc.). Therefore, it is pedagogical activity that may be the most relevant in the coming years.
And finally, the third factor is nearby opportunities. These include the resources that a person has when choosing his profession: real knowledge about future work from family members, the possibility of patronage, the location of an educational institution close to the place of residence, a certain level of knowledge that limits the choice of a particular educational institution, financial situation, etc. . Sometimes this factor turns out to be the most significant when choosing a professional educational strategy, which leaves an imprint on the whole character of professional development as a whole.
Now consider all the stages that a specialist goes through in his professional advancement.
At present, there is no generally accepted division of the life path of a professional into stages or phases in science. Let's use one of the options proposed by E. A. Klimov.
Optant (or optant phase, optations). The stage of choosing a profession.
Adept (or adept phase). This is a person who has already embarked on the path of commitment to the profession and is mastering it (training in a specialized educational institution: university, college, etc.).
Adaptant (or phase of adaptation, getting used to work by a young specialist). Adaptation requires entry into many subtleties of work. The activity of a teacher is associated with many unforeseen situations (although their types are generally limited), the resolution of which requires a certain skill. It is believed that for a teacher this phase lasts 3-5 years.
Internal (or internal phase). This is an experienced worker who can already independently and successfully cope with the main professional functions in this labor post. He is already, as it were, inside the profession, has become his own both in the minds of others and in self-consciousness.
Master (or mastery phase). The worker is distinguished by some special qualities, skills, or universalism, a broad orientation in the professional field, or both. He has found his own individual, unique style of activity, his results are consistently good, he has reason to consider himself an indispensable worker.
Authority (or phase of authority). This is a master of his craft, widely known in his circle or beyond (in the industry, at the inter-industry level, in the country). He successfully solves professional production tasks due to his great experience, skill, ability to organize his work, surround himself with assistants.
Mentor (or mentoring phase). An authoritative master of his craft, having like-minded people, followers, students. He passes on experience to the young, monitors their growth. His life is filled with meaningful perspective.
If we enlarge the presented stages a little, they may look like this:
- pre-university stage;
- university;
- Postgraduate.
The first stage is pre-university.
Suppose that you have chosen a profession with the dominance of one of the above factors. How will this affect your career progression?
If you relied mainly on your individual characteristics and preferences, you know what you are capable of, consider that further professional development will go more intensively for you. After all, it is an interested person who can more easily master an activity that is attractive to him.
If you were guided mainly by the needs of society, then you need not only to acquire knowledge in a certain area, but also to develop in yourself some qualities necessary for future work, which you may not possess.
If you entered a particular university, following the path of least resistance, then you will have to seriously think about where you can apply the knowledge that you received in advance, "in reserve".
Thus, those students who have made their choice consciously, taking into account individual inclinations, have a preferential position - their professional development will be of higher quality.
The second stage is university.
We will consider it in more detail later, in a special paragraph of this chapter, since it has great value for all subsequent professional activities of a person.
The third stage is postgraduate.
The dynamics of the professional development of a specialist in the postgraduate period includes three stages:
- adaptation to the profession, during which internalization and assimilation of the normative-value professional plan take place;
- individualization, which may have a constructive or destructive tendency;
- integration, at the level of which differences are indicated in terms of subjective involvement in the profession, which is expressed in the nature of pedagogical creativity and the degree of innovativeness of the activity of a particular specialist.
According to scientists, the most difficult period at this stage is the period of adaptation.
Difficulties in professional adaptation are associated with a limited vision of the sphere and ways of professional self-realization. It is noted that in order to overcome these difficulties, specially organized work is needed to understand the personal attitude to the profession and the adoption of a professional choice through self-acceptance.
For each specialist, the adaptation period takes a different period of time, but young specialists who have a better level of preparedness go through it less painfully. Moreover, this applies not only to the baggage of theoretical knowledge, but also to a set of very specific skills, which will be discussed in the next paragraph.

Pedagogical self-determination

In the conditions of radical economic changes, a deep, logical rethinking of the life of society as a whole and of each citizen individually is required. Of all civic positions, personal values, professional should be considered paramount, because it determines the real contribution of each member of society to the public.

As a specialist, having a qualification, each of us serves the other, producing a material, intellectual or emotional product. In this production, a specialist differs from a non-specialist in that he does his job in a qualified manner, i.e. qualitatively. He is prepared for this by his education. Specialists today find themselves in a situation where, in order to solve emerging problems, they hardly need new knowledge from the field of sciences in their field of work. There was a need for new economic knowledge, the study of general trends in social change in Russia and self-determination in the new conditions.

New conditions put forward new requirements, which everyone interprets in their own way, taking into account their own beliefs, values, positions, goals, internal content, individual abilities. The comparison of the internal with the external, their correlation and the desire to bring them into line is called self-determination. You can self-determine by position, i.e. according to their functions in this situation, their professional purpose. At the same time, it is useful to understand and deeply analyze the changes, answering the questions: what has changed around? what has changed in the interior? can I influence the outside? if yes, what can be changed? if "no", then what to change in the internal? These reflections reduce the discrepancy between inside and outside. If the discrepancy is not reduced, it will increase and manifest itself as a conflict or even a catastrophe. This is a very difficult work on oneself, which can be facilitated by teachers of the system of higher professional education who train leaders of various levels.

Responding to new needs, the sphere of educational services is increasingly paying attention to the methodology of activity, the basics of management, self-education technologies and everything that allows specialists to adapt to new conditions.

In the system of additional education for teachers, the relevance of this approach is increasing and becoming a criterion for the survival of an educational institution. If an educational institution in its professional position self-determined on servicing customers for their adaptation to the conditions of social changes, then it builds its work on the high professionalism of its teachers, the introduction innovative technologies adult education. The fundamental difference between new approaches in vocational education can be represented on the basis of the methodological structure of the process (goals, means, method) determined by the position.

The passive position of the student listening to the teacher has changed joint activities, cooperation, co-creation aimed at solving professional problems. Orientation to the process gives way to orientation to the result, an individual result for each student.

The target setting is changing: not only the implementation of the program, but also the cultivation, formulation of needs and their satisfaction in the assimilation of new content (or restructuring of the old).

Content common to all, divided into amorphous topics, gives way to a modular system: systemic structuring; dosing according to the modular principle; making each dose into a problem; individual learning path for everyone.

Methods as a joint way of activity in the pedagogical process largely determine the result. They develop abilities, allow you to master the methods of professional activity, communication models as a culture. social interaction, they are interconnected with the goals and content and determine the result as an increment in the consciousness of everyone, in his needs, norms, abilities. If they are verbal, reproductive, then they exercise in consumerism. If - productive, i.e. focused on the production of thoughts, words, movements, then they exercise in the culture of activity, in the obligation of production, the performance of actions.

No matter what production we are talking about, the question always arises about the technology that determines the optimal production, the quality of the product, and if mastered by specialists not at the level of “I know about it”, but at the level of “convinced”, “I know in action”, then it is provided their high qualification and, accordingly, high-quality products.

The transition to market relations in the economy, the democratization of social processes at a civilized level actualize attention to higher education as a cause and effect state of the art society. Indeed, if education as a process of personality formation is considered as consisting of components: training, upbringing, development, then, probably, the shortcomings of training can give rise to large-scale professional illiteracy, the wrong formulation of education - low culture, general aggressiveness and extremism, and inattention to development - a low level communicative and reflective culture, competence. One cannot but agree with this. But one cannot but agree with the fact that the goals of education and its results are determined by the arrangement of priorities and prestige in society. In the system of vocational education, the professional development of teachers - the system of additional vocational education (AFPE) - is becoming increasingly important and independent. Educational institutions of SDPO crown the hierarchical structure of the education system and are called upon to make adjustments, often correct the shortcomings of university training, organize and direct the continuous process of self-education of both teachers and graduates of higher education.

Efficiency educational process largely depends on its organization and implementation by the teacher. The specificity of the teaching staff of educational institutions of higher education is manifested today in a high level of methodological and special training (most teachers are candidates, doctors of sciences with extensive experience) - on the one hand, and on the other - a mosaic of pedagogical knowledge (most do not have pedagogical training).

Meanwhile, in the qualification of each teacher there are two facets, illuminated by two sciences: special and pedagogical. A thinking teacher has to constantly solve didactic questions: why? What? How? Their correct decision is a competent decision, i.e. based on knowledge of the laws, provisions of pedagogical science with their appropriate interpretation and taking into account the characteristics of the trainees.

At all times, the system of vocational education fulfilled the social order of society for the formation of a personality, of course, harmoniously developed, but, nevertheless, with a predominance of qualities dictated by the time, the living conditions of the country. The democratization of society has reoriented the value criteria approaches to the education system as a sphere of spiritual service for a person, as the most optimal means of his education. This radically changes the functions of the teacher, orients his activity towards creating conditions for the formation of the needs and abilities of the subject of the educational process in them, ensuring the norms of all forms of social consciousness, requires the teacher to be highly qualified not only in his specialty, but also in pedagogy.

The study of experience in the formation of pedagogical training of university teachers in the process of advanced training shows that professors and associate professors, doctors and candidates of sciences are proficient in the pedagogy of adult education empirical level, their pedagogical activity is dominated by reproductive methods, the most popular criterion of pedagogical activity is the level of knowledge, which implies the ability to fill the listener, like a vessel, to a certain level. Thus, a rather typical picture emerges: in the educational process, unclaimed information is presented, which, of course, is not perceived, and if it is perceived, then in an insignificant amount, it is stored somewhere for some time, then it is erased, lost or lies unclaimed. As a result (which we constantly complain about) - after the exams, everything is immediately forgotten. A specialist trained in this way immediately needs to be adapted to practical activities, i.e. additional professional education. Experts perceive this situation as the inferiority of their own education and the education system as a whole.

Research pedagogical problems advanced training of university teachers made it possible to develop a modular system for the formation of pedagogical qualifications of teachers, to test it and evaluate it as one of the most important conditions affecting the effectiveness of the educational process. Teacher training in adult education contains the main key components:

Functional self-determination of a teacher in pedagogical activity (who am I? what am I for? what are my functions and my purpose?);

Pedagogical knowledge about the criteria of pedagogical activity (are my actions in the educational process pedagogical?);

Pedagogical abilities (how do I implement the educational process? to what extent do students master my methods?);

Reflection of pedagogical actions at each interval of the educational process (for what? what? how? what happened?).

Mastering these components of pedagogical activity is often carried out intuitively by teachers, a lot of energy is spent on studying pedagogical experience, trying to use it by trial and error, without studying theory. A responsible attitude to pedagogical qualifications involves methodological training (knowledge of philosophy and logic, sociology and psychology), the use of pedagogical knowledge (basic concepts and categories, provisions and principles of pedagogy as a science); mastering pedagogical technologies for mastering the content, influencing listeners through the chosen method (formulation of the thesis, raising the question, introducing the topic); organization of communication, development of one's own reflective abilities (constant analysis of one's own experience, comparison with scientific standards, grade).

Functional self-determination of the teacher. A person with developed reflexive abilities constantly solves the problems of self-improvement, self-education, self-development, harmonious existence in the noosphere. In this complex process, many difficult questions arise: how to turn the multifaceted external content of the surrounding world into an equally multifaceted internal one, how to educate and develop oneself in the most optimal way, how to ensure the subject-object in self-education, i.e. become your own teacher.

The world raises and helps to resolve emerging issues, being an object and a means. The more actively a person seeks and finds these means, the more successful is the process of his self-development. For this, society and the state create museums, libraries, exhibitions and other institutions of art, religion, politics, science, including educational institutions, which everyone chooses to acquire or improve their skills, level of development. Here he meets with a teacher, he would like to meet with an educated, competent specialist in his field, pedagogically literate, developed, well-mannered.

So, the main position for self-determination of a teacher: I am a means to ensure a high level of education, upbringing, development, i.e. education; for this I am in an educational institution, I was chosen by a student (listener) on his path of self-improvement. I undertake this and bear responsibility for the quality of the pedagogical process, the process of change, the cultivation of needs, abilities and norms. And in this regard, I ask myself questions: what do I know about a person in general and about a specific person in particular; What is the initial state of needs, abilities and norms that I must provide a positive increment?

The harmonious development of man presupposes his harmonious coexistence with nature and society. Placement in the center of the noosphere allows us to consider its orientation along such conditional coordinates as "bio", "socio", "spirit". Its activity, aimed at ensuring harmony with the surrounding world, is described by psychological, social, methodological sciences and is coordinated in accordance with the requirements of harmony - the correspondence of all three components (“bio”, “socio”, “spirit”): healthy - I take (and return ) from nature as much as is necessary for life, health; honest - I consume no more than I produce (each right is accompanied by a duty); reasonable (I master the mental technique on the basis of the laws of dialectics, logic, semantics, and then I will be understood, I will understand others).

Such self-determination of a teacher of any specialty in the representation of himself and the student in a special way determines his position in the formation of both goals, content, and teaching methods, forms the ability of students to self-determine in this way.

Technology of pedagogical self-determination. Pedagogical self-determination is quite technological, and therefore can be represented as a sequence of procedures that can be mastered to automatism. For clarity and ease of assimilation, we use a model where P - needs, N - norms, Cn - abilities.

Self-determination includes the following procedures:

Stage I (internal):

understand your own needs (1), norms (2),

abilities (3);

Understand the degree of their discrepancy (4, 5, 6);

Try to eliminate the discrepancy or smart